Case Studies of Microcomputer and Interactive Video Simulations in Middle School Earth Science Teaching

This article synthesizes the results of three case studies of middle school classrooms in which computer and video materials were used to teach topics in earth and space science through interactive simulations. Cases were selected to span a range of middle school grade levels (sixth through eighth), teachers' levels of experience (student teacher through 16-year veteran), levels of technology used (Apple II through Macintosh-controlled interactive videodisk), and classroom organization patterns in relation to technological resources (teacher-centered presentations with individual seatwork through small-group exploratory activities in a multiple-computer setting). Specific instances are described illustrating ways in which common current practice is problematic in two broad categories: 1) classroom procedures and task structures established by teachers are often inconsistent with the intentions of software and video designers and producers; and 2) students' actual behavior and descriptions of their learning experiences with computer simulations are often very different from those initially envisioned or even immediately perceived by their teachers. In light of these findings, suggestions are made regarding improved design principles for such materials and how middle school science teachers might better conduct lessons using such simulations, specifically urging a sharper focus on the value of: transparency of the software interface; substantive content learning as well as student enjoyment; hybrid cooperative/competitive classroom task structures; maintaining intrinsic motivation in students; and students' feeling of ownership of problem solutions.