Preparing preservice teachers to use block-based coding in scientific modeling lessons

Vasconcelos, Lucas; Kim, ChanMin

doi:10.1007/s11251-020-09527-0

Cited by 17 publications

(20 citation statements)

References 105 publications

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“…In this research, a comprehensive investigation of event chains was made by conducting an in-depth examination of behavior patterns with lag sequential analysis (Zhang et al, 2019). In addition, preservice teachers’ driver–navigator behaviors were discussed for the first time (Cetin, 2016; Mentz et al, 2008; Vasconcelos & Kim, 2020; Zha et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Despite the research that has been conducted in this area, a clear conclusion on how much guidance should be given to learners in programming has not been reached (Zha et al, 2020). Furthermore, preservice teachers do not have enough opportunities to learn programming during their own education (Vasconcelos & Kim, 2020), and they end up with limited experience in understanding the logic of programming (Yadav et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Peer learning, according to preservice teachers in the studies, would also be useful. Similarly to Cetin (2016), Vasconcelos and Kim (2020) used Scratch to teach preservice teachers block-based programming in a training program by forming teams. In this way, the preservice teachers were given the opportunity to learn better by programming and brainstorming collaboratively.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative Behavior Patterns of Students in Programming Instruction

Hopcan

Polat

Albayrak

2022

Journal of Educational Computing Research

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The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students’ behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a Programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Collaborative Behavior Patterns of Students in Programming Instruction

Hopcan

Polat

Albayrak

2022

Journal of Educational Computing Research

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“…Pupils can use computer simulations to explore and engage in inquiry learning (Weintrop et al, 2016) as well as improve their inquiry skills and learn about professional practices (Rutten et al, 2012;Weintrop et al, 2016). There is thus a need to educate teachers with respect to programming of simulations for science education (Vasconcelos & Kim, 2020), although so far, this area is under-researched.…”

Section: Programming and Simulations In Science Educationmentioning

confidence: 99%

“…In this work, computer simulations are understood as programs containing a model of a system or a process (de Jong & van Joolingen, 1998) with one or more variable parameters. Programming and using computer simulations in science can reinforce conceptual learning (Vasconcelos & Kim, 2020) and allow pupils to explore unobservable phenomena (de Jong et al, 2013). PSTs who have experienced teaching with computer simulations point out the simulations' opportunity for modifying misconceptions (Adler & Kim, 2018).…”

Section: Programming and Simulations In Science Educationmentioning

confidence: 99%

Lære å lage og bruke datasimuleringer i naturfagundervisning

Aalbergsjø

2022

ADNO

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Med innføringen av programmering i skolens naturfag er det oppstått et behov for å utdanne lærere innen dette. I denne studien har lærerstudenter deltatt i et undervisningsopplegg om programmering av simuleringer i naturfag. Lærerstudentenes refleksjoner om egen læringsprosess og undervisningsplaner de utviklet i kurset, er analysert med TPACK-rammeverket for teknologisk, pedagogisk innholdskunnskap (Mishra & Koehler, 2006). Hensikten var å få innsikt i lærerstudentenes bakgrunnskunnskap og kunnskapsbehov, samt å undersøke muligheter for å undervise programmering i forbindelse med datasimuleringer i naturfag. Lærerstudentene opplevde de tekniske sidene ved programmeringen som utfordrende. Men de klarte å kombinere sin teknologiske kompetanse med pedagogisk, naturfaglig og naturfagdidaktisk kompetanse for å lage undervisningsplaner. Disse undervisningsplanene fokuserte på elevenes læring av naturfag, teknologi og naturfaglig utforsking og modellering. Dette viser at å benytte programmering i lærerutdanningen er viktig for lærerstudentenes TPACK-utvikling og bidrar til deres evne til å lage naturfagundervisning med disse verktøyene.

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Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling

Chan,

Lau,

van Driel

2024

Science Education

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Cultivating in preservice science teachers (PSTs) the competence required to teach scientific models and modeling is a valued outcome of teacher preparation programs. However, science teacher educators face inherent tensions when designing and implementing teacher preparation experiences to achieve this outcome. In this systematic review, we first propose five sets of design tensions that science teacher educators need to navigate. We identify empirical intervention studies that aimed to develop PSTs' professional competence for teaching scientific models and modeling and analyze how the reviewed interventions addressed the design tensions, and examine their outcomes. Our analysis reveals that the reviewed interventions prioritized the development of PSTs' cognitive aspects of teacher professional competence for teaching scientific models and modeling while giving limited attention to affective–motivational aspects and the need to simultaneously develop aspects of PSTs' competence not specific to scientific models and modeling. The interventions were more successful in enhancing PSTs' declarative knowledge than enacted knowledge and affective–motivational aspects. However, the nature of modeling activities included in the interventions varied widely, posing challenges in identifying critical features that led to the identified positive outcomes. The interventions reported mixed outcomes in developing PSTs' enacted knowledge in teaching contexts, even when incorporating activities for knowledge application and knowledge transfer beyond the intervention context. We discuss the implications of these findings and provide recommendations for better‐preparing PSTs to teach scientific models and modeling. We also discuss the unique affordance of using the design tension framework to analyze the interventions.

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Preparing preservice teachers to use block-based coding in scientific modeling lessons

Cited by 17 publications

References 105 publications

Collaborative Behavior Patterns of Students in Programming Instruction

Collaborative Behavior Patterns of Students in Programming Instruction

Lære å lage og bruke datasimuleringer i naturfagundervisning

Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling

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