Using Simulations in the Middle School: Does Assertiveness of Dyad Partners Influence Conceptual Change?

Abstract

This study examined how academic assertiveness in junior high school students was related to conceptual change and the degree to which their assertiveness affected the conceptual change of partners paired with them for a series of activities using a simulation of the human cardiovascular system. The teacher-based assertiveness ratings of individuals were not significant predictors of their conceptual change scores. However, the assertiveness ratings of individuals' partners was a significant negative predictor of the individuals' conceptual change scores. Assertive pair members were more likely than their less assertive partners to: articulate perceived relationships that were evident to them in the simulated environment, suggest 'what if' scenarios, and direct partners to take certain actions. Less assertive members often acquiesced to directives given by their partners. They were not less methodical nor disinterested with the learning task but tended to focus on the stepwise completion of the exercises, with few expressions about why or how phenomena took place in the simulated environment.