Simulations in Science Education – Status Quo

Stinken-Rösner, Lisa

doi:10.25321/prise.2020.996

Cited by 6 publications

(2 citation statements)

References 19 publications

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“…A similar trend was seen with students who learned a concept via a phenomena-first approach through interactive and generative retrieval using modeling and simulations (M&S) versus others who were first lectured about the topic through reading text and illustrations. This is consistent with the literature on the use of modeling and simulation in science education ( Stinken-Rösner, 2020 ). Researchers have reported that M&S supports both inductive and deductive approaches to learning ( Rutten et al, 2012 ; Smetana and Bell, 2012 ; Yaşar and Maliekal, 2014 ).…”

Section: Discussionsupporting

confidence: 92%

Retrieval Practices Enhance Computational and Scientific Thinking Skills

et al. 2022

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The notion of teaching experts’ habits of mind (e.g., computational thinking and scientific thinking) to novices seems to have inspired many educators and researchers worldwide. In particular, a great deal of efforts has been invested in computational thinking (CT) and its manifestations in different fields. However, there remain some troubling spots in CT education as far as how to teach it at different levels of education. The same argument applies to teaching scientific thinking (ST) skills. A remedy has been suggested to narrow CT and ST skillsets down to core cognitive competencies so they can be introduced in early and middle grades and continue to be nurtured during secondary and post-secondary years. Neuroscientists suggest that theact of (computational) thinkingis strongly linked to the acts of informationstorage/retrievalby our brain. Plus, years of research have shown that retrieval practices promote not only knowledge retention but also inductive reasoning and deductive reasoning. Not surprisingly, these reasoning skills are core elements of both CT and ST skillsets. This article will mesh the findings of a teacher professional development with the existing literature to lay a claim that retrieval practices enhance CT and ST skills. The study offered training to secondary school teachers (n = 275) who conducted classroom action research to measure the impact of retrieval practices on teaching and learning of STEM and CT concepts. We used a quasi-experimental research design with purposeful sampling and a sequential mixed-methods approach focusing on the impact of professional development on teacher outcomes and, in turn, on student outcomes. A survey of teacher participants showed that the majority (96%) of survey respondents (n = 232) reported a good understanding of retrieval strategies, and how relevant ideas can be implemented and tested in the classroom. A large number of action research (target-control) studies by teachers (n = 122) showed that students who learned STEM and CS concepts through retrieval practices consistently scored 5–30% higher than those using the usual blocked practice. In most cases, the difference was statistically significant (p < 0.05). While the study contributes to retrieval practices literature, those looking for best practices to teach core CT and ST skills should benefit from it the most. The study concludes with some recommendations for future research based on the limitations of its current findings.

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Section: Discussionsupporting

confidence: 92%

Retrieval Practices Enhance Computational and Scientific Thinking Skills

et al. 2022

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“…Hierzu fehlt es an Untersuchungen (Kalonde, 2019). (Hövel, van Zadelhoff, Hennemann & Fränkel, 2020 ;Stinken-Rösner, 2020 ;Walther, Fränkel, Hennemann & Hövel, 2022). [28] Erste Befunde zum Nutzungsverhalten digitaler Medien im inklusiven naturwissenschaftlichen (Sach-)Unterricht (Kalonde, 2019 ;Schroeder, 2020)…”

Section: Inklusion Und Digitalisierung Als Professionalisierungsaufgabenunclassified

Das Kompetenzmodell ITPACK-NW für die diklusive Lehrkräftebildung in den Naturwissenschaftsdidaktiken

Schroeder

Fränkel

2023

QfI

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Ein diklusiver (digitaler und inklusiver) naturwissenschaftlicher Unterricht bietet spezifische Potenziale, aber auch Barrieren bezüglich der Gestaltung von Lehr-Lern-Prozessen. Im Rahmen der Lehrkräftebildung müssen diese Bedarfe zunächst einmal identifiziert und anschließend adressiert werden. Vor diesem Hintergrund analysiert der Beitrag den aktuellen theoretischen und empirischen Forschungsstand und arbeitet Leerstellen sowie Qualifizierungsbedarfe von (angehenden) Lehrkräften heraus. Dabei wird das TPACK-Modell (Technological Pedagogical Content Knowledge) vor dem Hintergrund der Bedarfe eines diklusiven naturwissenschaftlichen Unterrichts sowie der damit verbundenen Anforderungen an Lehrkräfte ausdifferenziert. Der Beitrag mündet in einer Darstellung und Erörterung des erweiterten Modells (ITPACK-NW). Das Kompetenzmodell wurde für den Kontext inklusiver Lerngruppen entwickelt und besteht aus den Elementen des inklusionspädagogischen, fachdidaktischen und technologiebezogenen Wissens sowie deren Überschneidungsbereiche. Abschließend werden Potenziale für den Einsatz innerhalb der Lehrkräftebildung und Forschung aufgezeigt. Abstract Digital and inclusive science education, referred to as "diclusive", has the potential to offer specific benefits. However, there are also barriers to designing effective teaching and learning processes. Therefore, it is essential to identify these needs in teacher education and address them accordingly. This article analyzes the current state of theoretical and empirical research to identify gaps and the qualification needs of (prospective) teachers in the context of inclusive science education. The TPACK model (Technological Pedagogical Content Knowledge) is discussed in light of the needs of inclusive science education and the associated requirements for teachers. The article concludes with a presentation and discussion of the extended model, ITPACK-NW. This competency model is developed specifically for the context of inclusive learning groups and includes elements of inclusive education, subject didactics, and technology-related knowledge, as well as their overlapping areas. Finally, the article highlights the potential use of ITPACK-NW in teacher education and research.

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Science Teachers’ Construction of Knowledge About Simulations and Population Size Via Performing Inquiry with Simulations of Growing Vs. Descending Levels of Complexity

Eilam

Omar

2022

Contributions From Biology Education Research

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Simulations in Science Education – Status Quo

Cited by 6 publications

References 19 publications

Retrieval Practices Enhance Computational and Scientific Thinking Skills

Retrieval Practices Enhance Computational and Scientific Thinking Skills

Das Kompetenzmodell ITPACK-NW für die diklusive Lehrkräftebildung in den Naturwissenschaftsdidaktiken

Science Teachers’ Construction of Knowledge About Simulations and Population Size Via Performing Inquiry with Simulations of Growing Vs. Descending Levels of Complexity

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