A Case Study of One Teacher's Knowledge and Beliefs About Computational Modeling With English Learners

• In Event: 31.031 - Multimodal STEM Learning With Emerging Bilingual Students

Abstract

Objectives. Computational modeling (CM) can be a powerful means to explain and predict science phenomena (Lee et al., 2011; Weintrop et al., 2016). While CM is an important practice for all students (NRC, 2012), it may be particularly beneficial to English learners (ELs) who use multiple modalities to communicate their ideas (Kress, 2000). In order for teachers to successfully integrate CM into their science instruction, they must develop an understanding of the practice of CM and learn how to apply this understanding for pedagogical purposes (Windschitl & Thompson, 2006). The purpose of this study is to examine one teacher’s knowledge and beliefs about CM in science instruction and her enactment of these knowledge and beliefs in a linguistically diverse fifth-grade science classroom. Specifically, the study addresses the following research questions:
1. What are one fifth-grade teacher’s knowledge and beliefs about CM in science instruction?
2. How are these knowledge and beliefs enacted in this teacher’s instruction in a linguistically diverse fifth-grade science classroom?
Theoretical Framework. Several theoretical constructs have been proposed for describing teachers’ knowledge and beliefs about modeling in science instruction, including metamodeling knowledge (Schwarz & White, 2005) and pedagogical content knowledge for scientific modeling (Nelson, & Davis, 2012). While these constructs have been concerned with the practice of modeling broadly, they have not considered teachers’ knowledge and beliefs about CM specifically. Given the unique affordances of CM for all students, and ELs in particular, further specifying these knowledge and beliefs represents an important research aim.

Methods/Data. This case study focused on one fifth-grade science teacher, with no prior CM experience, during implementation of a 9-week, Next Generation Science Standards aligned, physical science unit. Over the course of the unit, we conducted three interviews with the teacher regarding her knowledge and beliefs about CM. As part of these interviews, we asked the teacher to “think aloud” (Ericsson & Simon, 1980) while evaluating student-generated computational models. Interviews were coded using an adapted version of Nelson & Davis’s (2012) coding scheme. We also conducted 10 hours of classroom observations. Field notes and video recordings were analyzed to identify critical events that reflected the teacher’s knowledge and beliefs.

Results and Scholarly Significance. Preliminary analyses suggest that the teacher recognized certain affordances of CM (e.g., representing complex systems) but viewed these models more narrowly as simulations. In her classroom instruction, the teacher focused more on model accuracy than CM as a tool for sense-making. The teacher also viewed CM as an opportunity for promoting productive discourse among students and another modality through which ELs were able to communicate their ideas. (Specific examples will be provided in the poster presentation.) This study builds on and extends the existing literature on teachers’ knowledge and beliefs about modeling in science instruction by considering CM specifically. Ultimately, a better understanding of these knowledge and beliefs can inform teacher preparation and professional development with the goal of supporting all students, including ELs, to deepen their science learning.

Authors

• Alison Marie Haas, New York University

• Scott Grapin, University of Miami

• Marcelle Goggins, University of Washington

• Lorena Llosa, New York University

• Okhee Lee, New York University