While benefits of using computer simulations in teaching and learning are well documented, actual classroom usage remains sporadic. It is acknowledged in the literature that greater embrace of general computer use can be developed when teachers hold positive attitudes towards it. However, to date, studies that investigate teacher attitudes specifically on computer simulations are limited. In this study, the researchers interviewed 14 secondary school science teachers in Singapore, to qualitatively unpack the nuances of the affective, behavioral and cognitive dimensions of teacher attitudes towards computer simulation. Through inductive thematic analysis, the study found the cognitive dimension is the most pronounced and is mediated by perceived usefulness and usability of the tool, student engagement and suitability and teacher professional needs. The authors suggest four ways to foster positive teacher attitudes: (a) overcoming logistical issues with flexible teaching and learning environments, (b) foregrounding the pedagogy of student-centeredness, (c) demanding user-friendly simulation tools, and (d) meeting teachers’ needs for professional growth.

尽管在教学中使用计算机模拟的好处已得到充分证明，但实际的教室使用情况仍然很少。文献中承认，当教师对通用计算机使用持积极态度时，可以发展出更大的使用范围。但是，到目前为止，专门研究计算机模拟的教师态度的研究还很有限。在这项研究中，研究人员采访了新加坡的14名中学理科教师，以定性地揭示了教师对计算机模拟的态度在情感，行为和认知方面的细微差别。通过归纳主题分析，研究发现认知维度是最明显的，并由工具的有用性和可用性，学生的参与度和适用性以及教师的专业需求所介导。