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There is consensus that computational modeling can support integration of science with computing for student learning. However, it can be challenging for teachers to gain comfort with this relatively new practice, reconcile how it relates to science, and recognize its pedagogical value. In this paper, we illustrate how teachers working with a (serendipitous) analogy between a familiar process and a topic covered in chemistry class–frogs catching flies and reaction rates–enabled them to take up computational modeling in their science teaching. Drawing on notes from co-design sessions, teacher interviews and student worksheets, we illustrate how a focal teacher shifted from initial reluctance to taking ownership of designing and teaching a computational modeling lesson sequence. We also briefly show how her students took up this work. Finally, we reflect on the importance of leveraging teachers’ existing domain and pedagogical expertise as we bring these new practices into their classrooms.
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Professional Learning to Promote Three-Dimensional Teaching Using Computational Modeling in Remote Classroom Contexts
This study explores how to support teachers in developing and implementing effective pedagogical strategies to promote students in making sense of phenomena through computational modeling in remote contexts. Qualitative analyses of eight teachers’ interviews were conducted to characterize their pedagogical strategies to achieve three-dimensional learning. Findings indicate that typical teacher strategies include the teacher and students co-constructing a model and using whole class or group discussions to support students’ modeling practices.
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- PAR ID:
- 10446554
- Date Published:
- Journal Name:
- Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022
- ISSN:
- 1573-4552
- Page Range / eLocation ID:
- 1878 - 1879
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
