Proceedings of Society for Information Technology & Teacher Education International Conference
34th Society for Information Technology & Teacher Education International Conference, March 13-17, 2023, New Orleans, Louisiana
Preparing preservice teachers to construct learning environments integrating technological tools is a challenge that higher education continues to tackle. One way to address this challenge is to have preservice teachers integrate modeling & simulation (M&S) tools while teaching, reflect on the experience, and attempt to identify ways to make improvements in instructional practices. This case study of five preservice secondary science teachers, enrolled in a course along with student teaching, was designed to study M&S tools integrated into instruction and how preservice teachers thought about the experience. Participants taught at least one lesson integrating M&S tools where they were to respond to reflective questions on the application as well as ways to improve the lesson. Findings indicated that preservice teachers fell into a strong or ineffective category in reflecting, which also impacted observations about the tool selected for instruction. This study also identified science teacher preparation programs need greater emphasis in use of M&S tools
Copyright by AACE. Reprinted from, with permission of AACE (http://www.aace.org).
Original Publication Citation
Enderson, M.C. (2023) Preservice secondary science teachers’ reflections in using modeling & simulation applications as instructional tools for learning. In E. Langran, P. Christensen, & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1737-1742). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/222059/
Enderson, Mary C.; Langran, Elizabeth (Ed.); Christensen, Paula (Ed.); and Sanson, Jarrod (Ed.), "Preservice Secondary Science Teachers' Reflections in Using Modeling & Simulation Applications as Instructional Tools for Learning" (2023). Teaching & Learning Faculty Publications. 206.