Journal ArticleDOI
Design Approaches to Support Preservice Teachers in Scientific Modeling
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TLDR
In this article, the authors have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling, such as engaging children in scientific practices.Abstract:
Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.read more
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Modeling-Based Learning in Science Education: Cognitive, Metacognitive, Social, Material and Epistemological Contributions.
TL;DR: Modeling-based learning (MbL) has made cognitive, metacognitive, social, material and epistemological contributions in science education as discussed by the authors, however, important information is still missing in order to ensure effective implementations of MbL.
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Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An aspect of pedagogical content knowledge for scientific modeling
TL;DR: In this article, the authors investigate the approaches and criteria preservice elementary teachers use to evaluate elementary student-generated scientific models and find that with instruction, pre-service elementary teachers can adopt criterion-based approaches to evaluate students' scientific models.
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Fostering Third-Grade Students’ Use of Scientific Models with the Water Cycle: Elementary teachers’ conceptions and practices
TL;DR: The authors conducted an exploratory multiple-case study using qualitative research methods to investigate six 3rd-grade teachers' pedagogical reasoning and classroom instruction around modeling practices (construct, use, evaluate, and revise) and epistemic considerations of scientific modeling (generality/abstraction, evidence, mechanism, and audience).
Fostering 3rd grade students' use of scientific models with the water cycle: elementary teachers' conceptions and practices
TL;DR: The authors conducted an exploratory multiple-case study using qualitative research methods to investigate six 3rd-grade teachers' pedagogical reasoning and classroom instruction around modeling practices (construct, use, evaluate, and revise) and epistemic considerations of scientific modeling (generality/abstraction, evidence, mechanism, and audience).
References
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Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
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Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings
TL;DR: The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms, and central to the enterprise is that the classroom must function smoothly as a learning environment before the authors can study anything other than the myriad possible ways that things can go wrong.
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Design Experiments in Educational Research
TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.
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Students' and teachers' conceptions of the nature of science: A review of the research
TL;DR: A comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented as mentioned in this paper, but the overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts.
Taking science to school: Learning and teaching science in grades K-8. Committee on Science Learning, Kindergarten through 8th grade: National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education
TL;DR: Taking Science to School as mentioned in this paper provides a comprehensive view of what we know about teaching and learning science from kindergarten through eighth grade, focusing on a broad range of questions, including when children begin to learn about science and how to do science.