Design Approaches to Support Preservice Teachers in Scientific Modeling |
| |
| Authors: | Email author" target="_blank">Lisa?KenyonEmail author Elizabeth?A?Davis Barbara?Hug |
| |
| Institution: | (1) College of Science and Mathematics, Wright State University, 3640 Colonel Glenn Hwy, Dayton, OH 45435, USA;(2) University of Michigan, 610 E. University Ave, 4107 School of Education Building, Ann Arbor, MI 48109-1259, USA;(3) College of Education, University of Illinois at Urbana-Champaign, 1310 South Sixth Street, Champaign, IL 61820, USA |
| |
| Abstract: | Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning
teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences
and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place
across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle
school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features
of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging
students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling
in teacher education. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
