Teachers’ Perceptions of the Impact of Historical Simulations on Their Students

• In Event: The State of Simulations Research in the Social Studies: A Call for a Coherent Agenda

Abstract

Objectives/Purposes: As Grant (2007) has pointed out, “Understanding what children know about history has proved elusive” (p. 196). Similarly, comprehending precisely what children learn from historical simulations has also eluded teachers and researchers. Teachers report simulations make history more relevant to students and can lead to more student engagement in schools (Alvarez, 2008; Moorhouse, 2008; Schur, 2007). However, most of the current literature about social studies simulations relies heavily on anecdotal evidence or is dated (DeLeon, 2008).
One set of methodologically rigorous studies on the GlobalEd simulation suggests that simulations can increase students’ interest in and content knowledge of social studies (Gehlbach, et. al., 2008; Ioannou, et al., 2009; Johnson, et al., 2011).Very little research has, however, investigated inservice teachers’ perceptions of the impact of historical simulations on students’ historical understanding. Thus, this paper will serve address the question: “What perceptions do secondary history teachers have on the impact of simulations in their class?” as a means to identify directions for future inquiry into the relation between simulations and student outcomes.
Theoretical Perspective: Schoenfeld (2011) puts forth that teachers’ orientations, goals, and knowledge of practice provide a strong predictive value of enacted practice. This paper uses Schoenfeld’s concept of orientations (which includes perspectives and values to understand the value teachers place upon simulations as a means to promote student learning) and goals (the aims and outcomes teachers pursue through their practices).
Methods: To investigate this question, we undertook a field study exploring two middle school teachers’ use of simulations to teach U.S. History to a heterogeneous group of rural students in a high-stakes testing classroom. Data were collected from a variety of sources, including interviews, biographical survey, classroom observations and artifacts, and state-testing data.
Results: In our study we found several key themes. Like in other studies, the teachers observed significant student interest and a general positive attitude toward social studies. Additionally, they believed their students with Individualized Education Programs benefitted significantly as the simulations instilled confidence and empowerment. The teachers provided several anecdotal accounts of past students returning to discuss what they recalled from their classes suggesting long-term memory benefits. Finally, their students scored higher than the state average on state tests and comparable to students in same school districts.
Scholarly Significance: The main implication of this study is that regular users of simulations view them as valuable for a range of student learning outcomes. Although the outcomes the participants appeared to value were not content specific, students scored above average on state standardized tests. What remains to be seen is the extent to which the learning outcomes teachers’ align with student learning outcomes. In doing so, scholars must be cognizant that the orientations and goals held by teachers using simulations may not align with traditional measures of learning. The insights garnered from elucidating teacher perspective can help to shape the directions in which inquiry into student learning with simulations should proceed.

Authors

• Jill M. Gradwell, Buffalo State College - SUNY

• Lorrei K. DiCamillo, Canisius College