Instructional support and implementation structure during elementary teachers’ science education simulation use

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

doi:10.1080/09500693.2016.1217363

Cited by 6 publications

(7 citation statements)

References 69 publications

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“…Although simulations are limited in popularity, there is some literature about using simulations in various content areas of preservice teacher education. Simulations have been used in preservice physical education classes (Baghurst, ), science (Gonczi, Chiu, Maeng, & Bell, ), social studies (Brkich & Newkirk, ), mathematics (Dotger, Masingila, Bearkland, & Dotger, ), for teaching mathematics to English language learners (de Oliveira, ), and for job search skills (Mosier, Heidorn, & Johnson, ).…”

Section: Perspectives On Simulationsmentioning

confidence: 99%

Using a Simulation to Teach Reading Assessment to Preservice Teachers

Ferguson¹

2017

Read Teach

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Section: Perspectives On Simulationsmentioning

confidence: 99%

Using a Simulation to Teach Reading Assessment to Preservice Teachers

Ferguson¹

2017

Read Teach

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“…In other settings, technology was essential in representing a scientific or mathematical idea. Gonczi et al (2016) focused on having teachers use simulations in their instruction. These simulations were models regarding important science phenomena, and they allowed students to manipulation them in order to better understand the phenomena.…”

Section: Stem Pd Design and Transfer Area 1: Design Of Stem Pd Programsmentioning

confidence: 99%

“…The final constraint can be simple as not having adequate materials to support the envisioned instruction. Gonczi et al (2016) found that a lack of resources and human support limited the actual implementation of the PD program content in the teachers' classrooms.…”

Section: Area 2: Knowledge and Practices Of Teachersmentioning

confidence: 99%

Prepared for the Future? What a Literature Review Reveals About K–12 STEM Professional Development Programs

Luft¹

2019

Proceedings of the 2019 AERA Annual Meeting

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These initiatives require that K-12 teachers advance their knowledge in ways that demonstrate the connections between STEM disciplines and in ways that can help their students connect STEM to their daily lives. PD programs will be essential in supporting K-12 teachers in their use of integrated STEM content that is found in our world.Unfortunately, there are few evidence-based roadmaps for creating and studying wellconceptualized STEM PD programs. Honey, Pearson, and Schweingruber (2014) recently concluded that there is a need to articulate how the STEM areas are integrated, how important outcomes associated with an integrated program are studied, and how to configure STEM PD programs. They specifically reported that "many well-meaning efforts to develop STEM integrated programs are unclear about goals or do not collect outcome data (p. 150)." In addition, they conclude that those who are responsible for designing educational initiatives need to be purposeful in their integration of STEM. Clearly, there is a need to offer more direction to those who work with and study STEM teacher learning.This review of research was conducted with the goal of assisting those who design, implement, and study STEM PD programs. It focuses on understanding how current STEM PD programs are configured and how the different STEM PD programs support the development of the knowledge and practices of teachers. One part of the review focuses on the structure of STEM PD programs. The second part of the review looks closely at how transfer occurs within the different STEM programs, which impacts the knowledge and practice of the participating teachers. This review extends single discipline reviews by examining how STEM PD programs are constructed, providing insights into the design of evidence-based programs that impact teacher learning and practice, and suggesting directions for future research.

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“…This study extends previous research on teachers' digital technology use during science instruction (e.g., Gonczi, Maeng, & Bell, 2017;. This exploratory study investigated elementary and middle school teachers' integration of digital technology within engineering lessons (both reported and observed) with the goal of developing potential explanations for patterns in teachers' technology integration within engineering instruction by examining teachers' beliefs about what technologies are appropriate to integrate and their confidence implementing them.…”

Section: Introductionmentioning

confidence: 56%

“…Teacher beliefs are powerful; they can either foster or inhibit transformative learning environments (Gonczi, Maeng, & Bell, 2017). With regard to ETS instruction, teachers may believe that some student groups benefit more than others, leading to reticence to incorporate it with some students (Hall, Gonczi, & Huntoon, 2019;Schnittka et al, 2012).…”

Section: Instructional Contexts: Where the Dream Hits The Roadmentioning

confidence: 99%

Digital Technology and Engineering: Teachers’ Understandings, Beliefs, and Practices

Gonczi,

McCoy,

Handler

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Whitney earned her Ph.D. in Teacher Education and Learning Sciences with a concentration in Educational Psychology from North Carolina State University. She holds a Master of Arts in Teaching from the University of North Carolina at Charlotte and received her Bachelor of Science in Biology from Winston-Salem State University. McCoy's research explores identity development for Black girls in educational settings. Her research interests include critical race theory, racial identity development, self-efficacy, and STEM education. Her dissertation, Black Girls Accepting the Grand Challenge: A Qualitative Exploration of a Summer Engineering Program's Influence on Black Girls' Racial Identity, Engineering Identity, and STEM Self-Efficacy was awarded Outstanding Dissertation of the Year in the Department of Teacher Education and Learning Sciences at North Carolina State University. Prior to her postdoctoral role, as a fully-funded doctoral student, she was a Southern Regional Education Board Doctoral Scholar and a recipient of the prestigious National Science Foundation Graduate Research Fellowship. She has a M.A.T. from UNC-Charlotte in Elementary Education and a B.

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Instructional support and implementation structure during elementary teachers’ science education simulation use

Cited by 6 publications

References 69 publications

Using a Simulation to Teach Reading Assessment to Preservice Teachers

Using a Simulation to Teach Reading Assessment to Preservice Teachers

Prepared for the Future? What a Literature Review Reveals About K–12 STEM Professional Development Programs

Digital Technology and Engineering: Teachers’ Understandings, Beliefs, and Practices

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