Using Block-Based Coding to Promote Preservice Teachers' Epistemological Understanding of Scientific Models and Modeling

• In Event: AERA Poster Session 5
  In Poster Session: Improving Technology Practices Through Innovative Design and Integration Methods

Abstract

Developing pre-service teachers’ epistemological understanding of scientific models and modeling is critical as it influences teachers’ lesson design. This study implemented Coding in Scientific Modeling Lessons (CS-ModeL), an instructional module and online tool to scaffold learning to code scientific models and to design coding-enhanced scientific modeling lessons. Mixed methods were used to investigate if and how participation in CS-ModeL affected teacher’s epistemological understanding of models and modeling. Results showed an improvement in most participants’ epistemological understanding of the nature and purpose of models. The study findings have important implications for future teacher preparation on integrating coding into scientific modeling. Study limitations and future research plans are discussed.

Authors

• Lucas Vasconcelos, University of South Carolina

• ChanMin Kim, Pennsylvania State University