Preservice Science Teachers Coding Science Simulations: Epistemological Understanding, Coding Skills, and Lesson Design

Autor/inn/en	Vasconcelos, Lucas; Kim, ChanMin
Titel	Preservice Science Teachers Coding Science Simulations: Epistemological Understanding, Coding Skills, and Lesson Design
Quelle	In: Educational Technology Research and Development, 70 (2022) 4, S.1517-1549 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vasconcelos, Lucas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10119-7
Schlagwörter	Preservice Teachers; Science Teachers; Coding; Simulation; Epistemology; Instructional Design; Lesson Plans; Preservice Teacher Education; Science Experiments; Models; Computer Science + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Codierung; Programmierung; Simulation program; Simulationsprogramm; Erkenntnistheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Lehramtsstudiengang; Lehrerausbildung; Analogiemodell; Informatik
Abstract	National and state science learning standards urge K-12 educators to offer authentic Science, Technology, Engineering, and Mathematics learning experiences. One way to fulfill this goal is to prepare preservice science teachers to integrate computer science skills, such as coding, into science education learning contexts that can benefit from it. This study implemented Coding in Scientific Modeling Lessons (CS-ModeL) in a science teacher education course. CS-ModeL is the name of an instructional module and of an online tool, and they aim to support preservice science teachers' use of coding in scientific modeling and lesson design. Preservice teachers used block-based coding to create science simulations, performed analogous physical experiments, and designed lessons in which they support scientific modeling with coding. This mixed methods study investigated if and how participation in CS-ModeL affected preservice teachers' epistemological understanding of scientific models and modeling along with their understanding of computer science concepts. This study also examined coding-enhanced scientific modeling activities in their designed lessons. Results showed an overall improvement in participants' epistemological understanding of models and modeling, and in their understanding of computer science concepts. Participants' lessons featured activities in which block-based coding simulations are used either as a research tool or as an exploration tool. Additionally, most lessons targeted computer science practices, but not concepts. It was also found that participants' lessons were not aligned with their epistemological understanding of models and modeling. Study limitations, implications for research and practice, and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01