Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

 This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching, but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological understandings.

[1]  Harvey Mellar,et al.  Learning with artificial worlds: computer based modelling in the curriculum , 1994 .

[2]  Cynthia Passmore,et al.  A modeling approach to teaching evolutionary biology in high schools , 2002 .

[3]  Pamela Jordan.  Basics of qualitative research: Grounded theory procedures and techniques , 1994 .

[4]  Henry Jay Becker,et al.  Teacher and Teacher-Directed Student Use of Computers and Software. Teaching, Learning, and Computing: 1998 National Survey. Report #3. , 1999 .

[5]  Margaret Morrison,et al.  Models as Mediators: Perspectives on Natural and Social Science , 1999 .

[6]  Norman G. Lederman,et al.  Examining Pedagogical Content Knowledge , 2002 .

[7]  B. Crawford,et al.  Using Technology to Support Prospective Science Teachers in Learning and Teaching About Scientific Models , 2002 .

[8]  Wallace Feurzeig,et al.  Modeling and Simulation in Science and Mathematics Education , 1999, Modeling Dynamic Systems.

[9]  J. Frederiksen,et al.  Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students , 1998 .

[10]  R. Glaser.  Advances in Instructional Psychology , 1978 .

[11]  Robert Glaser,et al.  Model–based analysis and reasoning in science: The MARS curriculum , 1995 .

[12]  Christina V. Schwarz,et al.  Preparing tomorrow's teachers to use technology: analysis of pre-service elementary and middle school teachers' interactions with computer modeling and simulation tools , 2004 .

[13]  Rosária Justi,et al.  Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science , 2002 .

[14]  K. Sahl,et al.  Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture , 2002 .

[15]  Bertram C. Bruce,et al.  Educational Technology: Media for Inquiry, Communication, Construction, and Expression , 1997 .

[16]  K. Frank,et al.  Factors Affecting Technology Uses in Schools: An Ecological Perspective , 2003 .

[17]  Ralph Martin,et al.  Teaching science for all children , 2001 .

[18]  R. Hackett.  Young People's Images of Science , 1996 .

[19]  Nico Verloop,et al.  Experienced teachers' knowledge of teaching and learning of models and modelling in science education , 2002 .

[20]  Susan Carey,et al.  On understanding the nature of scientific knowledge , 1993 .

[21]  J. Russell,et al.  Evidence Related to Awareness, Adoption, and Implementation of the Standards for Technological Literacy: Content for the Study of Technology. , 2005 .

[22]  B. White,et al.  Metamodeling Knowledge: Developing Students' Understanding of Scientific Modeling , 2005 .

[23]  Christina V. Schwarz,et al.  Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K‐8 science teaching , 2007 .

[24]  Carol L. Smith,et al.  Using Conceptual Models to Facilitate Conceptual Change: The Case of Weight-Density Differentiation , 1992 .

[25]  Wallace Feurzeig.  Special Issue of Interactive Learning Environments on Modeling and Simulation in Science Education , 1994, Interact. Learn. Environ..

[26]  Douglas A. Roberts,et al.  Achieving scientific literacy: From purposes to practices , 2000 .

[27]  Elliot Soloway,et al.  Construction of Models to Promote Scientific Understanding , 1999 .

[28]  Madhavi Dharankar,et al.  Preparing Tomorrow’s Teachers to Use Technology , 2004 .

[29]  S. Gilbert.  Model building and a definition of science , 1991 .

[30]  J. Krajcik,et al.  Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching , 1999 .

[31]  B. Glaser.  Basics of Grounded Theory Analysis: Emergence Vs. Forcing , 1992 .