ERIC Number: ED407392
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
Student-Teacher Interactions in "The Chelsea Bank" Simulation.
Hawley, Chandra L.; Duffy, Thomas M.
The goal of the research reported here was to examine how teachers perceived their role as coach, as well as how they actually interacted with students in a computer simulation environment. Simulations like "The Chelsea Bank" significantly impact the role of the teacher in the learning environment. The learner is placed in the role of decision maker and problem solver while the teacher, no longer presenter of information, becomes coach or guide. For this study, teachers were selected who had training and/or experience in the use of "The Chelsea Bank" simulation. Data were collected from interviews with teachers and from videotaped observations of classroom interactions. Teachers were found to want the simulation experience to be meaningful but they did not actually facilitate a learning environment of that kind. There was little student-teacher interaction and that was generally student, not teacher-initiated. The dominant teacher responses were directive with no discussion of why a certain step should come next or what the overall goal for a procedure was. It was evident from reviewing the videotaped sessions that it does not take much more time to promote inquiry than to provide information. Most student-teacher interactions were very short, regardless of the approach. It is expected that as teachers become familiar with the promoting inquiry model, the level of discussion in these classes will increase. (JLS)
Descriptors: Computer Assisted Instruction, Computer Simulation, Educational Objectives, Feedback, High School Students, High Schools, Intermediate Grades, Junior High Schools, Microcomputers, Middle School Students, Middle Schools, Questioning Techniques, Teacher Role, Teacher Student Relationship, Teachers, Teaching Styles
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Andrew W. Mellon Foundation, New York, NY.; Russell Sage Foundation, New York, NY.
Authoring Institution: N/A