Effects of heterogeneity simulations on beliefs

Teaching strategies that consider the heterogeneity of students’ prior knowledge, such as differentiated instruction, are an important feature of teaching quality, but are still rarely implemented by teachers in schools. Simulations could be an approach to provide pre-service teachers with the experience of heterogeneity and thereby positively influence their beliefs about the importance of teaching that responds to the heterogeneity of students. We investigated the impact of a text-based heterogeneity simulation on pre-service teachers' beliefs about the importance of teaching that addresses students’ heterogeneity. We conducted two experiments, with n = 156 pre-service teachers participating in the first study and n = 152 pre-service teachers participating in the second study (replication). In the heterogeneity simulation condition, pre-service teachers experienced what it is like to be part of a group of heterogeneous learners with different levels of prior knowledge. This condition was compared with a condition in which pre-service teachers read a scientific text on heterogeneity and with a control condition in which pre-service teachers did not deal with the topic of heterogeneity. The participants' beliefs about the importance of responding to school students' heterogeneity increased significantly in the first study in the heterogeneity simulation condition. This increase narrowly missed statistical significance in the second study. In both studies, pre-service teachers' beliefs about the importance of responding to school students’ heterogeneity did not increase in the heterogeneity text condition and the control condition. Future research should further investigate the potential of heterogeneity simulations. • We examined effects of a heterogeneity simulation on pre-service teachers' beliefs. • Focus on beliefs about addressing differences in students' prior knowledge. • The heterogeneity simulation had a positive effect on pre-service teachers' beliefs. • Some of the results could be replicated in a second experiment.