Effects of Computer-Simulated Behavior Analysis on Pre-Service Teachers' Problem Solving

Gorrell, Jeffrey; Downing, Hunter

doi:10.2190/kw8y-f816-bfvn-lqqb

“…No change was made in their ability to involve students. Gorell and Downing (1989) completed an experimental study to determine if a computer simulation was best at helping students learn to analyze classroom behaviors for solving problems. While the results did show the simulation group used analysis skills more often, no improvement on knowledge or self-efficacy was found.…”

Section: The Value Of Simulating Classroom Behaviormentioning

confidence: 99%

Using Second Life to enhance classroom management practice in teacher education

Mahon

¹

,

Bryant

²

,

Brown

³

et al. 2010

Educational Media International

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The following article discusses an educational simulation created within Second Life (SL) in order to assist pre-service teachers (PSTs) in gaining more experience managing student behavior. The article discusses the development, implementation, and assessment of the simulation as well as student data on the feasibility of the approach in comparison to other methods of learning classroom management. It includes discussion of the use of artificial intelligence (AI) methods to infuse the simulation with random student behavior, much as it would arise in the classroom. Results indicated that the students found the simulation to be a useful learning experience and put them in situations that forced them to think on their feet. Recommendations for future work with the simulation and for others considering the use of SL for educational purposes are discussed. Der Gebrauch von Second Life zur Verbesserung von Unterrichtsmanagement in der LehrerbildungIm folgenden Beitrag wird über eine im Second Life (SL) erstellte Ausbildungssimulation zur Unterstützung von auszubildenden Lehrern (PSTs) beim Erwerb von Kompetenzen beim Steuern von Schülerverhalten berichtet. Der Artikel beschreibt die Entwicklung, die Einführung und Bewertung der Simulation ebenso wie die Studentendaten bei der Umsetzung der Annäherung im Vergleich zu anderen Methoden des, lernenden Klassenzimmer "…Managements". Es schließt Diskussionen über die Nutzung von Methoden künstlicher Intelligenz (KI) zur Einführung der Simulation mit zufälligem Schülerverhalten in der Art, wie es im Unterricht entstehen könnte, ein. Die Ergebnisse zeigen, dass die Studenten die Simulation als nützliche Lernerfahrung ansahen und und die sie auch in Situationen benutzen, in denen sie zu grundsätzlichen Überlegungen aufgefordert waren. Empfehlungen für zukünftige Arbeit mit Simulationen und für andere Überlegungen des Gebrauchs von Second Life für pädagogische Zwecke werden angestellt. comparaison avec les autres méthodes d'étude de la gestion de classe. On y inclut une discussion sur l'usage des méthodes d'intelligence artificielle (IA) pour intégrer la stimulation avec le comportement aléatoire des élèves tel qu'il peut se produire en situation de classe. Les résultats ont indiqué que les enseignants en formation ont trouvé que la simulation était une expérience d'apprentissage utile et qu'elle les plaçait dans une situation qui les forçait à penser debout sur leurs pieds. On présente des recommandations en vue de travaux futurs avec la simulation et d'autres portant sur l'usage possible de Second Life à des fins éducatives.El uso de Second Life para mejorar las prácticas de la gestión de aulas en la formación de los profesores El artículo abajo trata de una simulación educativa creada dentro de Second Life (SL) para ayudar a los futuros profesores (PSTs) a adquirir más experiencia en el manejo de la conducta de los alumnos. El artículo examina el desarrollo, la puesta en práctica y la evaluación de la simulación además de los datos procedentes de los alumnos acerca de la fa...

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“…Taylor (2009) stated that classroom teaching affected student achievement more than other activities that did in the classroom; quality classroom teaching required quality classroom management skills. Gorrell and Downing (1989) found that computer simulations were best at helping students learn to analyze phenomena and solve problems. Kuh, Cruce, Shoup, Kinzie, and Gonyea (2008) suggested that students" success closely linked with students" academic achievement in educational focusing activities: attaining of preferred knowledge, learning skills and capabilities, achieving educational objectives and having post-college performance in real life.…”

Section: Discussionmentioning

confidence: 99%

Simulated Physics Class Management: Does It Predict Student’s Academic Achievement?

2016

IJITL

0

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In this paper, we examined how simulated physics class management predicted the percentage of students who achieved a grade point average of B or better as reported by teachers in secondary school physics classes. We conducted this study with the eighty-two secondary school physics teachers who were members of the American Modeling Teachers Association (AMTA), and used physics educational technology (Ph. T) simulations in their physics classes from 2013 to 2014 in New York schools. We used the linear regression analysis to determine the relationship between simulated secondary school physics class management and student academic achievement of grade point average (GPA) of B or better. Classroom management was significantly related to the percentage of students who achieved a grade point average of B or better, F(7.166) = 12.50, p < .001, indicating that class management accounts for 12.5 percent of the variance of the percentage of students who achieved a grade point average of B or better. To improve their students" academic achievement, teachers should focus on the use of simulations to manage secondary school physics classes.

show abstract

“…Taylor (2009) stated that classroom teaching affected student achievement more than other activities that did in the classroom; quality classroom teaching required quality classroom management skills. Gorrell and Downing (1989) found that computer simulations were best at helping students learn to analyze phenomena and solve problems. Kuh, Cruce, Shoup, Kinzie, and Gonyea (2008) suggested that students" success closely linked with students" academic achievement in educational focusing activities: attaining of preferred knowledge, learning skills and capabilities, achieving educational objectives and having post-college performance in real life.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2016

IJITL

0

View full text Add to dashboard Cite

In this paper, we examined how simulated physics class management predicted the percentage of students who achieved a grade point average of B or better as reported by teachers in secondary school physics classes. We conducted this study with the eighty-two secondary school physics teachers who were members of the American Modeling Teachers Association (AMTA), and used physics educational technology (Ph. T) simulations in their physics classes from 2013 to 2014 in New York schools. We used the linear regression analysis to determine the relationship between simulated secondary school physics class management and student academic achievement of grade point average (GPA) of B or better. Classroom management was significantly related to the percentage of students who achieved a grade point average of B or better, F(7.166) = 12.50, p < .001, indicating that class management accounts for 12.5 percent of the variance of the percentage of students who achieved a grade point average of B or better. To improve their students" academic achievement, teachers should focus on the use of simulations to manage secondary school physics classes.

show abstract

Effects of Computer-Simulated Behavior Analysis on Pre-Service Teachers' Problem Solving

Cited by 14 publications

References 11 publications

Using Second Life to enhance classroom management practice in teacher education

Using Second Life to enhance classroom management practice in teacher education

Simulated Physics Class Management: Does It Predict Student’s Academic Achievement?

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