Research was undertaken to investigate various methods of presentation of a computer based science simulation as it related to student content knowledge of the simulation concepts. Three treatment groups of sixth grade students were used in the study: (1) two students per computer interacting with the simulation; (2) a total class presentation of the computer simulation; and (3) a non-computer game-type presentation of the simulation concepts. Students' content knowledge was measured by a 14-item posttest administered immediately after the presentation and 6 weeks later. No statistically significant differences were found between the treatment groups, although there was a trend for higher scores for the total class presentation group on the immediate posttest multiple choice content items. However, females did less well than males on the multiple choice content items of the test. A sex by treatment group interaction was significant for the delayed posttest, with females performing better than males in the total class presentation method but less well in the paired student method. (Author/JB)