EXPLORING TRENDS IN THE USE OF VIRTUAL SIMULATIONS IN THE 9th- 12th GRADE SCIENCE CLASSROOM: PRESENTING TEACHERS PERSPECTIVES & PRACTICES ON USE, ACCESS AND DECISION-MAKING

Abstract

This study explored and presented teachers’ perspectives on the use of virtual simulations and how their practices reflected this. The main purpose was to foreground teachers' perspectives in how and why they select simulations. This study aimed to understand when teachers use virtual simulations, why they use them, how they use them, challenges they encounter if any and if they have alternatives to the simulations. The qualitative research method using the multiple case study approach and a descriptive cross case analysis design was used in this study. Data was collected from two sources namely semi-structured individual interviews, and lesson plans. The interview responses were analyzed using thematic descriptive analysis while content analysis was done on the lesson plans. The factors considered in this research included where teachers get information about the simulations to use, how these simulations are accessed, consideration while selecting or adopting a simulation to use, how simulations informed the teacher’s pedagogical decisions, the thought process behind the use of a particular simulation, goals and approaches for using the virtual simulations. The findings showed that when selecting simulations, teachers consider (1) Focus on Student type, learning levels and rigor, (2) Accurate representation, especially the appearance and graphics relevant to the concepts and (3) Ease of access, use and versatility especially with LMS. The findings also revealed that teachers' source of information about simulations were mostly from self-search by browsing the internet, social media and dependence on trusted sources like recommendations from fellow teachers, higher institutions, professional bodies and federal agencies. Content analysis of the lesson plans showed that the teachers seem to emphasize engagement and exploration in the simulation they use which is reflected in the lessons they design. Deepen understanding by providing opportunities to connect prior knowledge, apply, practice and reinforce concepts were also reflected in the lessons. While factors like the type of student and the type of content taught inform the pedagogical decisions of the teachers. Finally, this study found that while most of the teachers seem to use and support the use of simulations, caution was advised especially the risk of misconception based on the illustration or graphics used in the simulations.