Exploring the Use of Simulations in Secondary Mathematics and Science Methods Courses
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| Title: | Exploring the Use of Simulations in Secondary Mathematics and Science Methods Courses |
|---|---|
| Language: | English |
| Authors: | Heather Howell, Jamie Mikeska, Pamela Lottero-Perdue, Calli Shekell, Devon Kinsey, Camila Lee, Justin Reich, Adam Maltese, Meredith Park Rogers, Dionne Cross Francis, Pavneet Kaur Bharaj, Shreyashi Halder |
| Source: | Contemporary Issues in Technology and Teacher Education (CITE Journal). 2025 25(3). |
| Availability: | Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/ |
| Peer Reviewed: | Y |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2037983 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Preservice Teachers, Persuasive Discourse, Teacher Educators, Student Attitudes, Teacher Attitudes, Secondary Education, Science Instruction, Mathematics Instruction, Methods Courses, Computer Simulation |
| ISSN: | 1528-5804 |
| Abstract: | This article describes the outcomes of using a scaffolded set of two digital, simulation-based approaches to support secondary mathematics and science preservice teachers (PSTs) in learning to facilitate argumentation-focused discussions. The researchers investigated PST and teacher educator (TE) impressions of the experience and collected evidence of change in PSTs' understanding of argumentation, beliefs, and skills in facilitating argumentation-focused discussions, working within mathematics and science methods across six institutions. PSTs and TEs endorsed future use of the approach. Pre/post improvement in beliefs was evident across quantitative and qualitative data sources. There was less clear evidence of improvement in understanding of argumentation, although understandings at both time points were aligned with the study's vision. Evidence of improvement in skill was mixed with quantitative results showing no improvement and qualitative results showing evidence that PSTs and TEs believed PSTs' skills had improved. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://citejournal.org/volume-25/issue-3-25/general/exploring-the-use-of-simulations-in-secondary-mathematics-and-science-methods-courses/ |
| Accession Number: | EJ1484496 |
| Database: | ERIC |
| Abstract: | This article describes the outcomes of using a scaffolded set of two digital, simulation-based approaches to support secondary mathematics and science preservice teachers (PSTs) in learning to facilitate argumentation-focused discussions. The researchers investigated PST and teacher educator (TE) impressions of the experience and collected evidence of change in PSTs' understanding of argumentation, beliefs, and skills in facilitating argumentation-focused discussions, working within mathematics and science methods across six institutions. PSTs and TEs endorsed future use of the approach. Pre/post improvement in beliefs was evident across quantitative and qualitative data sources. There was less clear evidence of improvement in understanding of argumentation, although understandings at both time points were aligned with the study's vision. Evidence of improvement in skill was mixed with quantitative results showing no improvement and qualitative results showing evidence that PSTs and TEs believed PSTs' skills had improved. |
|---|---|
| ISSN: | 1528-5804 |
