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Abstract. We investigated preservice teachers’ (PSTs) (N=13) experiences in a science teaching inquiry group professional learning experience on integrating computational thinking (CT) into elementary science. A subgroup of PSTs (n=6) participated alongside their mentor teachers. The others (n=7) participated independently. Our research question was: To what extent, if any, did participating in a professional learning experience on CT along with their mentor teachers appear to enhance PSTs’ learning and practice related to CT integration? We analyzed evaluation feedback, interviews, participant-developed lesson plans, surveys, and attendance data. Findings suggested that participants in both groups reacted positively to the learning experience’s content and approach, and expressed similar perceptions of their CT integration knowledge. PSTs participating with their mentor teachers felt slightly more successful in their CT integration efforts, and perceived CT integration as more feasible in their teaching contexts. However, differences between the groups were minimal. We also noted possible of influence of PSTs’ perceptions of the districts in which they were teaching. Our findings underscore the importance of PSTs’ perceptions of their teaching contexts when bringing a new innovation to the classroom - namely, perceptions of their mentors and curricula as supportive of the innovation. Through this ongoing work, we seek to identify empirically-supported strategies for preparing PSTs to integrate CT into their future classrooms.
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Identifying Pre-Service Elementary Teachers Productive Knowledge Resources around Representations and Arguments in Math and Science
There have been increased calls for elementary teachers to integrate and connect knowledge across STEM disciplines. Along those lines, previous empirical research has identified known leverage points based on the disciplinary practices of representation and argumentation in math and science. Using the theoretical framework of resource theory, we analyzed data of pre-service teachers (PSTs) participation in open-ended performance assessments in math and science that asked them to utilize their subject matter knowledge and pedagogical content knowledge to address a realistic classroom challenge related to a hypothetical teaching scenario. Results show that the PSTs have a variety of productive knowledge resources related to generating and analyzing arguments and representations. We discuss the implications for elementary STEM teaching and teacher preparation.
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- Award ID(s):
- 1712493
- PAR ID:
- 10096687
- Date Published:
- Journal Name:
- Annual meeting program - American Educational Research Association
- ISSN:
- 0163-9676
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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