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 |
|---|---|
| Language: | English |
| Authors: | Calli Shekell, Jamie N. Mikeska, Pavneet Kaur Bharaj |
| Source: | Journal of Science Teacher Education. 2024 35(8):796-820. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2037983 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Preservice Teachers, Teacher Education Programs, Computer Simulation, Persuasive Discourse, Secondary School Teachers, Science Instruction, Student Attitudes, Computer Assisted Instruction, Science Teachers, Teacher Educators, Discussion (Teaching Technique) |
| DOI: | 10.1080/1046560X.2024.2350148 |
| ISSN: | 1046-560X 1573-1847 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448126 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1046-560X 1573-1847 |
| DOI: | 10.1080/1046560X.2024.2350148 |
