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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
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
FullText Text:
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  Data: Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations
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  Data: <searchLink fieldCode="AR" term="%22Calli+Shekell%22">Calli Shekell</searchLink><br /><searchLink fieldCode="AR" term="%22Jamie+N%2E+Mikeska%22">Jamie N. Mikeska</searchLink><br /><searchLink fieldCode="AR" term="%22Pavneet+Kaur+Bharaj%22">Pavneet Kaur Bharaj</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Science+Teacher+Education%22"><i>Journal of Science Teacher Education</i></searchLink>. 2024 35(8):796-820.
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  Data: 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
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  Data: Y
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  Data: 25
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  Data: 2024
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink>
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  Data: 10.1080/1046560X.2024.2350148
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  Data: 1046-560X<br />1573-1847
– Name: Abstract
  Label: Abstract
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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.
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        Value: 10.1080/1046560X.2024.2350148
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      – Text: English
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    Subjects:
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        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Computer Simulation
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Science Teachers
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Discussion (Teaching Technique)
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            NameFull: Pavneet Kaur Bharaj
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