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In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the learning goals and attitudes of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an Inquiry-CycleScore (ICS) based on the occurrence and order of the inquiry activities of predicting, observing and explaining during teaching, and a Student-Response-Rate (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students' attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers' attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence.

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Going beyond simply measuring the effectiveness of a teaching approach with computer simulations during whole-class science instruction, we investigated the interaction between teachers and their students as well as searched for mechanisms in the pedagogical context related to teachers' implementation of the intervention. Our quasiexperimental design involved having five teachers teach Newtonian mechanics with computer simulations to parallel classes of their upper secondary students. In the "Accustomed" condition the teacher decided how the lesson would unfold; in the experimental condition the lesson unfolded according to a pattern designed for "Peer Instruction". We investigated the pedagogical interaction between teachers and their students, which was expected to be affected by the intervention's support for the teacher as well by the teacher's support for the students. Learning effects as revealed by gains from pretest to posttest to delayed posttest did not consistently favour either condition. Identified mechanisms occurring in the pedagogical context that could explain our findings include: teacher's sense of ownership of the lesson, familiarity with the intervention conditions, and resistance to change. Suggestions for future research related to the identified mechanisms are offered.