Learning to make and use computer simulations in science education
DOI:
https://doi.org/10.5617/adno.9174Emneord (Nøkkelord):
programming, simulation, science education, teacher education, computational thinking, TPACKSammendrag
With the inclusion of programming in the school science curriculum, a need to educate teachers in this area has emerged. In this study, pre-service teachers (PSTs) participated in a teaching module about programming of simulations for use in science. The PSTs’ reflections about their learning process and the teaching plans they developed were analysed using the technological pedagogical content knowledge (TPACK) framework (Mishra & Koehler, 2006). The aim was to investigate their knowledge background and learning needs, as well as opportunities for teaching programming of computer simulations to PSTs. Developing technological knowledge was challenging but useful for the PSTs. They were able to combine this with pedagogical and science content knowledge to make teaching plans to promote learning of science, technology, and scientific inquiry and modelling practices. Thus, exposing PSTs to programming in their teacher education is important for their TPACK development and contributes to their ability to plan science education using these tools.
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Opphavsrett 2022 Siv Gundrosen Aalbergsjø
Dette verket er lisensiert under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
© CC BY 4.0 (2023 –)
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Verk fra og med 2023 kan lisensieres under en CC BY-ND 4.0-lisens, men krever at forfatteren(e) gir faglig begrunnelse for dette.
© CC BY-NC-ND 4.0 (– 2022)
Verk til og med 2022 lisensiert under en CC BY-NC-ND 4.0-lisens.