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A study of historical simulation use...

Jurica, James Bryan.

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A study of historical simulation use in two elementary school classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of historical simulation use in two elementary school classrooms./
作者:	Jurica, James Bryan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1997,
面頁冊數:	142 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-02, Section: A, page: 4080.
Contained By:	Dissertation Abstracts International59-02A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9824982
ISBN:	9780591773309

A study of historical simulation use in two elementary school classrooms.
Jurica, James Bryan.

A study of historical simulation use in two elementary school classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 1997 - 142 p.

Source: Dissertation Abstracts International, Volume: 59-02, Section: A, page: 4080.

Thesis (Ph.D.)--The University of Texas at Austin, 1997.

Previous research of the use of simulations in social studies classrooms has shown mixed results. Past research has shown that students have found simulations motivational. However, they have not learned significantly more information than students who have learned the information by more traditional methods, such as reading and lecture. This study examined the thinking process of elementary age children as they engaged the simulation the Oregon Trail II. The participants in the study were five fourth grade students and six fifth grade students from a rural school located in the southwest United States. The students' teachers also participated in the study.

ISBN: 9780591773309Subjects--Topical Terms:

684418
Curriculum development.

A study of historical simulation use in two elementary school classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 59-02, Section: A, page: 4080.
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520 $a Previous research of the use of simulations in social studies classrooms has shown mixed results. Past research has shown that students have found simulations motivational. However, they have not learned significantly more information than students who have learned the information by more traditional methods, such as reading and lecture. This study examined the thinking process of elementary age children as they engaged the simulation the Oregon Trail II. The participants in the study were five fourth grade students and six fifth grade students from a rural school located in the southwest United States. The students' teachers also participated in the study.
520 $a During the first six weeks of the study the fourth grade students were observed as they studied the westward expansion of the United States during the 1840's. The teacher used a variety of teaching methods during the six weeks. The fifth grade students studied the Oregon Trail by participating in the Oregon Trail On-line sponsored by the Minnesota Educational Computing Consortium. The participants recorded on an audiocassette their decisions as they proceeded through the simulation. After completion of the simulation the students and teachers were individually interviewed. The number of miles the students traveled on the Oregon Trail was analyzed using an Analysis of Variance.
520 $a No significant difference was found between the fourth and fifth grade students on number of miles traveled. All of the fourth grade students reported that they thought the simulation was a valuable use of class time because it gave them the opportunity to apply the information they had learned. Three of the fifth grade students reported the Oregon Trail II was a valuable use of class time, but only because it was fun. One fifth grade student reported he learned more information from the textbook and he did not see the value in the simulation. Only two of the fifth grade students believed the simulation was a good use of school time because of the educational benefits of the simulation.
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