Simulations in Inquiry-Based Learning

Author

Timothy E. Hall, Lynn University

Date of Award

5-2014

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Korynne Taylor-Dunlop

Second Advisor

William Leary

Third Advisor

Suzanne King

Abstract

One of the largest school districts in the southeastern United States is implementing a district-wide rollout of simulation software to supplement traditional direct instruction in the middle school science curriculum. Practically every area of human existence in the industrialized nations has been impacted significantly by technology in the last twenty years ( (Robinson, 2011). The United States Department of Education (USDOE) has challenged the nations school districts to transition to interactive digital textbooks to all students by 2015 (FCC, 2012). In general, students are far more comfortable using computers, smart phones, and texting devices than their parents or teachers (Doyle, 2006). Students are becoming more computer literate, but not necessarily knowledgeable about the content being offered in our schools (Adams, Reid, S., LeMaster, McKagan, Perkins, Dubson, & Wieman, 2008). It is important that educators assess the effectiveness of computer simulations in aiding teachers to raise student achievement (Adams et al., 2008).

Recommended Citation

Hall, T. E. (2014). Simulations in Inquiry-Based Learning [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/310