Preservice Teachers Coding Science Simulations

• In Event: Learning Through Programming, Coding, and Digital Storytelling

Abstract

Teacher educators have been urged to infuse computational concepts and practices into preservice teacher preparation. This can be achieved through use of block-based code to construct science simulations. This mixed methods study examined if and how participation in such learning experiences affected 19 preservice teachers’ understanding of computer science concepts, and how they designed scientific modeling lessons featuring block-based code. Data sources included pre- and post-interview transcripts and lesson plans. Wilcoxon signed-rank tests and thematic analysis were used for data analysis. Results showed an overall improvement in understanding of computer science concepts. Several participants did not meaningfully integrate block-based code into scientific modeling activities, and most lessons addressed computer science practices but not concepts. Results and future research are discussed.

Authors

• Lucas Vasconcelos, University of South Carolina

• ChanMin Kim, Pennsylvania State University