Responding to student learning styles with a Visual Basic simulation

Abstract

Building on the research that Strang and Yeh (1995) conducted with the Curry Teaching Simulation, this study employs the recently developed Teaching Decisions (TD) Simulation (Strang, 1996) to explore how preservice teachers respond to software-defined pupils representing three distinct learning styles. The simulation’s activity centers on planning a basic math lesson with a class of three female and three male fifth-grade pupils.