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Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations.

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Title: Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations.
Authors: Shekell, Calli1 (AUTHOR) cshekell@thiel.edu, Mikeska, Jamie N.2 (AUTHOR), Kaur Bharaj, Pavneet3 (AUTHOR)
Source: Journal of Science Teacher Education. Nov2024, Vol. 35 Issue 8, p796-820. 25p.
Subject Terms: *Student teachers, *Teacher educators, *Teacher education, *Science teachers, *Simulation methods in education
Abstract: Preservice teachers (PSTs) need to be able to use ambitious teaching practices to help support their students' productive engagement in scientific practices such as analyzing and interpreting data or using evidence-based reasoning to support their claims. Approximations of practice are one way in which teacher educators can support their PSTs to develop their skills in enacting ambitious teaching practices. In this study, we report on the use of a suite of three online, simulated approximations of practice where secondary PSTs practiced facilitating discussions focused on engaging students in argumentation. Using information from both PSTs' and teacher educators' perspectives, we examined their main takeaways from each simulation experience, how learning from one simulation was used to prepare for the next simulation, PSTs' perception of the simulations' authenticity, and their views about whether they would recommend using this online suite of simulations in future teacher preparation courses. Findings suggested that teacher educators and PSTs alike noted a variety of main takeaways, including understanding the importance of planning and asking good questions. Furthermore, they recommended the suite for use in future teacher education courses. Implications of the work for productively integrating online simulations into teacher education settings are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Teacher+Education%22">Journal of Science Teacher Education</searchLink>. Nov2024, Vol. 35 Issue 8, p796-820. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink>
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  Data: Preservice teachers (PSTs) need to be able to use ambitious teaching practices to help support their students' productive engagement in scientific practices such as analyzing and interpreting data or using evidence-based reasoning to support their claims. Approximations of practice are one way in which teacher educators can support their PSTs to develop their skills in enacting ambitious teaching practices. In this study, we report on the use of a suite of three online, simulated approximations of practice where secondary PSTs practiced facilitating discussions focused on engaging students in argumentation. Using information from both PSTs' and teacher educators' perspectives, we examined their main takeaways from each simulation experience, how learning from one simulation was used to prepare for the next simulation, PSTs' perception of the simulations' authenticity, and their views about whether they would recommend using this online suite of simulations in future teacher preparation courses. Findings suggested that teacher educators and PSTs alike noted a variety of main takeaways, including understanding the importance of planning and asking good questions. Furthermore, they recommended the suite for use in future teacher education courses. Implications of the work for productively integrating online simulations into teacher education settings are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180802143
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        Value: 10.1080/1046560X.2024.2350148
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      – Code: eng
        Text: English
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        PageCount: 25
        StartPage: 796
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      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Teacher educators
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Science teachers
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      – SubjectFull: Simulation methods in education
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      – TitleFull: Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations.
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              M: 11
              Text: Nov2024
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              Y: 2024
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