Situating Computer Simulation Professional Development Amanda L Situating Computer Simulation Professional Development Amanda L. Gonczi & Brooke A. Whitworth Curry School of Education, University of Virginia Abstract Theoretical Framework Results This study sought to identify professional development implementation variables that may influence the extent and quality of instructional computer simulation use during science instruction. Two participant cohorts in a state-wide professional development program received different computer simulation professional development. Cohort 1 included 52 elementary and 11 secondary teachers and received technically-focused computer simulation professional development. Cohort 2 included 98 elementary and 49 secondary teachers. The second cohort’s computer simulation professional development provided 3 additional elements thought to influence instructional computer simulation use: (a) modeling desired computer simulation use within an inquiry-based lesson, (b) provision of content-relevant lesson planning time; and (c) modeling desirable instructional support methods.   Quantitative and qualitative methods analyzed participants’ surveys responses, interviews, classroom observation reports, and classroom instruction while using simulations. A similar percent of cohort 1 and 2 participants used computer simulations during science instruction. In addition, computer simulation use to support nature of science, problem based learning, and inquiry instruction were similar for both cohorts. However, the overall quality of computer simulation implementation was greater in cohort 2 as evidenced by greater external instructional support. These findings have implications for the design and implementation of computer simulation professional development. Technology-related professional development elements commonly expected to increase classroom transfer may be ineffectual in certain educational contexts that limit instructional technology availability. Situated learning theory (Lave & Wenger, 1991) explains the successful transmission of knowledge, skills, and traditions via: Expert modeling, Learners practicing, and a Facilitative and authentic context. Extent of Use Context Virginia Initiative for Science Teaching & Achievement Elementary and secondary science teacher professional development. Promotes instructional technology use that supports inquiry and other student-centered teaching strategies. Two Computer Simulation PD Programs Technical (Control) Situated (Treatment) 52 elementary, 11 secondary teachers. 98 elementary, 42 secondary teachers. Focused on technical aspects and gave time to browse web-based simulations. Implementers modeled inquiry instruction, instructional support methods and provided practice opportunities. ExploreLearning accounts.   Computer Simulation Use Purpose Instructional Support Implementation Type of instruction Cohort 1 (Technical PD) (n=5) Cohort 2 (Situated PD) (n=19) Content/concepts 5 (100%) 19 (100%) Inquiry-based 2 (40%) 8 (42.1%) Explicit Nature of Science 2 (10.5%) Problem-based 1 (20%) 1 (5.3%) Scientific practices 3 (60%) 14 (73.7%)   Instructional Support Method # Participants (%)  Intro Goal Pacing Work- sheet interactions Closure Supports/lesson M(SD) Cohort 1 (n=5) 3 (60%) 2 (40%) 1 (20%) 4 (80%) 2.4 (1.3) Cohort 2 (n=19) 7 (36.8%) 9 (47.4%) 5 (26.3%) 16 (84.2%) 12 (63.2%) 3.1 (3.9) Research Questions Background How and to what extent did participants following each computer simulation PD programs implement computer simulations into their science instruction? What contextual factors influenced instructional computer simulation implementation? Implications and Future Research Science learning is greatest when students understand science concepts, can engage in scientific practices, understand the nature of science, and can use relevant technologies (NRC 2012).   Computer simulations: Improve content understanding (Zacharia, Olympiou, & Papaevripidou, 2008). Provide opportunities for student engagement in scientific practices (NRC, 2010). Promote accurate nature of science understandings (Mäeots, Pedaste, & Sarapuu, 2008). Familiarize students with scientifically relevant technology (Medina & Mauk, 2000). Extent: Instructional context non-facilitative Computerized testing limiting instructional computer use Purpose: Modeled lessons need to be content relevant Instructional support: Modeling may have increased instructional support provisions by participants in the situated PD program Student groupings may influence instructional support measures. Teachers that used simulations within rotating centers never did a whole class simulation introduction Data Sources & Analysis Data sources: Professional development observations, classroom observations, classroom observation reports, participant interviews, perception surveys Data analysis: Descriptive statistics and systematic data analysis (Miles & Huberman, 1984). This work was funded through a U.S. Department of Education Investing in Innovation (I3) grant.