Computer Modelling and Simulation in Science Lessons: Using Research into Teachers’ Transformations to Inform Training

Abstract

The curriculum is in a constant state of rapid change. The role of teachers in implementing curriculum innovation is critical, though in the absence of suitable training the intentions of the innovation may be transformed. This paper discusses the research into the nature of teachers’ transformations and the development of training materials on computer modelling and simulation, carried out as part of the STTIS (Science Teacher Training in an Information Society) project. For this study eight teacher case studies were carried out. These were concerned to identify possible factors which favour or hinder the take-up of the selected informatic tools in science classes, and to investigate how teachers incorporate these tools in the curriculum. The training materials that have been consequently developed provide activities to enable teachers to learn about the innovations and about the nature of the research into their implementation, and to take account of these ideas in their own implementation of the innovations.