Elementary Teachers' Perceptions of Scientific Models as a Pathway to Learning About Scientific Modeling

• In Event: Modeling in Multiple Forms

Abstract

A practice supporting science literacy and understanding of natural phenomena is scientific modeling. Research on preservice science methods courses has noted an increase of preservice teachers’ knowledge about scientific modeling. However, much of the research conducted has centered on traditional track preservice teachers (TT), overlooking a growing number of teachers stemming from Alternative Route Licensure (ARL) programs and Nonprofit Certification programs (NpCs) who enter the teaching profession with different lived and teaching experiences and are teaching concurrent to teacher preperation. This research investigated the difference groups of preservice and in-service teachers foundationally approached elementary scientific modeling and found that ARL students, were able to best leverage and frame scientific modeling within their experiences.

Authors

• Tina Vo, University of Nevada - Las Vegas

• Rebekah Hammack, Montana State University