Teachers' Disciplinary Boundedness in the Implementation of Integrated Computational Modeling in Physics

Autor/inn/en	Vieyra, Rebecca; Himmelsbach, Joshua
Titel	Teachers' Disciplinary Boundedness in the Implementation of Integrated Computational Modeling in Physics
Quelle	In: Journal of Science Education and Technology, 31 (2022) 2, S.153-165 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vieyra, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-021-09938-9
Schlagwörter	Science Teachers; Physics; Teaching Methods; Computation; Models; Programming; Secondary School Science; Interdisciplinary Approach; Integrated Curriculum; Curriculum Development; Instructional Innovation + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Programmierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational Innovation; Bildungsinnovation
Abstract	This study explored teachers' conceptualizations of integrated computational modeling in secondary physics by exposing twelve experienced physics teachers to programming and then analyzing interview responses. Responses revealed that teachers fell along a spectrum of disciplinary boundary-stretching mentalities. This paper presents a preliminary conceptual framework for exploring both horizontal (interdisciplinary) and vertical (intradisciplinary) boundary stretching, as well as for identifying bounded mentalities as teachers consider integration. Horizontal boundary stretchers envisioned opportunities to use computational modeling to shift their curriculum or pedagogical approaches in physics to help students enhance skills underlying multiple fields, while vertical boundary stretchers considered how computing might allow students to explore physics concepts more deeply. Teachers with more boundary-stretching indicators at the outset of an integrated curriculum development workshop were more likely to persist in the implementation of computational modeling-integrated materials in their physics classrooms than those who expressed more bounded thinking. These findings emphasize the importance of considering teachers' perceptions about how their own science discipline is connected to similar fields and provide implications about how to identify potential adopters of innovative teaching approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01