Simulating the Negotiations of International Science Advisers: The GlobalEd 2 Project

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

Abstract

Objectives/Purposes: GlobalEd 2 (GE2) was developed over the past four years through a grant from the Institute of Education Sciences (Brown, et. al, 2008) based on a set of problem-based learning (PBL) simulations for middle school students that capitalize on the multidisciplinary nature of social studies as an expanded curricular space for students to learn and apply scientific literacies and concepts on an international landscape while simultaneously enhancing learning in the social sciences. GE2 is designed to cultivate a scientifically literate citizenry by grounding science education in meaningful socio-scientific simulations related to the world in which students currently live (Anderson, 2002; NRC, 1996; Sadler, 2009).
Theoretical Framework: PBL researchers have demonstrated for decades that leveraging interdisciplinary contexts as a venue to engage in real world problem solving can deepen students’ understanding, flexibility in application and transfer of knowledge (Bednar, et al., 1992; Jonasson, 2010; Koschmann, et al., 1996). Recognizing this, GE2 is an educational multi-team simulation aimed at increasing instructional time devoted to science and persuasive writing in a virtual environment lasting 14 weeks with 12-18 teams of 20-30 students each.
Methods: A total of 524 students participated in GE2 simulations. Students were from social studies classes in public middle schools in Connecticut and Chicago. Students completed a battery of pre- and post- intervention assessments prior to being introduced to GE2. Within this battery were two self-efficacy scales: educational technology and writing skill.

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Results: A series of univariate ANOVAs were conducted examining pre- and post-testing for each of the self-efficacy scales by gender and race, with pre-test scores serving as a covariate and indicated a significant difference for the pre- and post-testing for both self-efficacy scales (p<.001). However, gender and race did not result in significant main effects or interactions, indicating GE2 did not have a differential effect across these dimensions. Difference analyses revealed the greatest gains in technology self-efficacy for White males; Hispanic females reported the largest gain for writing self-efficacy.
Scholarly Significance: The results presented here speak to the potential of GE2 as a meaningful simulated context within which students learn and practice their ability to develop self-efficacy related to technology use and writing skills. Further research currently being conducted is focused on knowledge and skill gains from participating in these simulations, as well as near and far transfer.
Curricular implications regarding the utilization of an interdisciplinary, problem-based instructional approach, like GlobalEd 2, will be discussed further.

Authors

• Scott W. Brown, University of Connecticut

• Kimberly A. Lawless, University of Illinois at Chicago