Simulated Research Experiences for Teaching Research Methodology: Some Educational Computing Implications.

The ambiguities surrounding computer simulations in sociology teaching and research on the university level are described and the implications of computers as a teaching technique are explored. Intended as an explanation to sociology teachers and researchers of how students' learning experiences are shaped by their orientations to computer environments, departmental organization, and university organization, the paper is presented in three sections. Section I discusses the relationship between using the computer for educational purposes and sociological theory. Simulation examples and observations on educational environments are given. Section II presents reasons why computer usage is a particularly suitable topic for educational research. Reasons include the compatability of computer technology with both teaching and research and evidence that students improve decision-making skills when trained in computer simulations. There are also indications that participation in computer simulations contributes to development of basic sociological knowledge which, in turn, facilitates learning of sociological theory. Section III discusses computer usage by the reformist element in sociology within the framework of statements by sociologist Wilbert Moore. Tables, a questionnaire of student attitudes toward research methodology, and references dealing with sociology education, simulations, student evaluations, and computerized education are included. (Author/DB)