Science teachers' transformations of the use of computer modeling in the classroom: Using research to inform training

Stylianidou, Fani; Boohan, Richard; Ogborn, Jon

doi:10.1002/sce.20043

Cited by 22 publications

(24 citation statements)

References 13 publications

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“…Future research should also investigate the quality of preservice teachers' critiques and adaptations. Do the changes they suggest undermine the designers' rationale, or are they aligned with the intent of the designers (Pintó, 2005;Stylianidou, Boohan, & Ogborn, 2005)? Do the skills continue to develop over time?…”

Section: Implications and Conclusionmentioning

confidence: 99%

Preservice elementary teachers' critique of instructional materials for science

Davis

2006

Sci. Ed.

106

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Science teachers must adapt curriculum materials, so preservice teachers must develop beginning proficiency with this authentic task of teaching. What criteria do they use when they critique these materials in preparation for adapting them, when they develop the criteria themselves and when they are given a set of criteria from which to choose? These results indicate that the 20 participating preservice elementary teachers held a sophisticated set of criteria for critiquing instructional materials; for example, they paid attention to scientific inquiry and instructional goals. In some cases, providing options from which they could select as a part of the instructional approach taken in the class allowed the preservice teachers to engage in substantive critique of the instructional materials along criteria not prominent in their initial set. Even with explicit support, however, the preservice teachers did not engage in substantive critique about how scientific content is represented. Furthermore, they typically describe inquiry as important to incorporate to promote student interest, not to engage students in genuine scientific activity. It is concluded that critique activities used in science methods courses should be authentic and scaffolded to be optimally effective. Critique along especially challenging dimensions needs systematic, explicit, and perhaps more consistent support.

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Section: Implications and Conclusionmentioning

confidence: 99%

Preservice elementary teachers' critique of instructional materials for science

Davis

2006

Sci. Ed.

106

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“…Oftentimes we heard from teachers that when taking up an innovative curriculum package, they were concerned about the tensions between teaching in an innovative way and spending extra time covering the same content (Stylianidou et al 2005). Awareness was brought to the STs that school N has made the innovation a routine practice in school but at the same time did not compromise the students' academic achievement, and even so gained significant improvement.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ preflection in early stages of diffusion of an innovation

Looi

2014

J. Comput. Educ.

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Teachers play an important role in the process of diffusion of an innovation. In our endeavour to achieve the diffusion of a curricular innovation from one seeding school to five other schools, we have investigated the learning of a group of teachers through an across-schools collaborative seeding journey. A preflective learning model for teachers is proposed with the aim to prepare seeded teachers in reflection-for-action and to build their capacities in designing and enacting the curriculum. In this paper, we describe this model and explore its effectiveness, especially with regards to teachers' perception towards the innovation and their buy-in. We found that the seeded teachers from the five schools, regardless of their own teaching profiles and school contexts, have obtained high degrees of buy-in of the innovation and developed their readiness towards implementation for the next phase. It is envisioned that such a learning model will inform the design for teacher professional development and achieve innovation diffusion to create a wider community of teacher practice.

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“…changes of matter) (Kikas, 2004); conceptions of models and the modeling process (Crawford & Cullin, 2004); how teachers' beliefs and attitudes inform intentions (Zacharia, 2003); factors that hinder or support teacher use of modeling programs (Stylianidou, Boohan, & Ogborn, 2004) and model-based approaches (Schwarz, 2009) in science classrooms; and the role of teachers' pedagogical content knowledge (PCK) (De Jong, Van Driel, & Verloop, 2005). Based on iterative cycles designed to improve teacher knowledge of modeling-centered practices, Zacharia (2003) offered that teachers' beliefs and attitudes influence intentions to engage with computerbased models and in post interviews, revealed that teachers saw the most benefit from a combination of interactive computer-based simulations and laboratory inquiry-based experiments.…”

Section: Teacher's Views and Perceptions Of Visualization Technologiementioning

confidence: 99%

Teacher Conceptions and Approaches Associated with an Immersive Instructional Implementation of Computer-Based Models and Assessment in a Secondary Chemistry Classroom

Waight¹,

Liu²,

Gregorius³

et al. 2013

International Journal of Science Education

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This paper reports on a case study of an immersive and integrated multi-instructional approach (namely computer-based model introduction and connection with content; facilitation of individual student exploration guided by exploratory worksheet; use of associated differentiated labs and use of model-based assessments) in the implementation of coupled computer-based models and assessment in a high-school chemistry classroom. Data collection included in-depth teacher interviews, classroom observations, student interviews and researcher notes. Teacher conceptions highlighted the role of models as tools; the benefits of abstract portrayal via visualizations; appropriate enactment of model implementation; concerns with student learning and issues with time. The case study revealed numerous challenges reconciling macro, submicro and symbolic phenomena with the NetLogo model. Nonetheless, the effort exhibited by the teacher provided a platform to support the evolution of practice over time. Students' reactions reflected a continuum of confusion and benefits which were directly related to their background knowledge and experiences with instructional modes. The findings have implications for the role of teacher knowledge of models, the modeling process and pedagogical content knowledge; the continuum of student knowledge as novice users and the role of visual literacy in model decoding, comprehension and translation.

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Science teachers' transformations of the use of computer modeling in the classroom: Using research to inform training

Cited by 22 publications

References 13 publications

Preservice elementary teachers' critique of instructional materials for science

Preservice elementary teachers' critique of instructional materials for science

Teachers’ preflection in early stages of diffusion of an innovation

Teacher Conceptions and Approaches Associated with an Immersive Instructional Implementation of Computer-Based Models and Assessment in a Secondary Chemistry Classroom

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