Understanding In-Service Science Teachers' Knowledge and Perceptions of Integrating Agent-Based Models via the Technological Pedagogical Content Knowledge (TPACK) Framework

• In Event: STEM Teacher Perceptions and Knowledge

Abstract

Agent-based models (ABMs) are particularly useful for students to understand the science concepts situated in emergent phenomena and complex systems. This study uses the TPACK framework to examine seven in-service science teachers’ knowledge and perceptions of using ABMs in grades 6-12 after they participated in an ABM workshop and taught one ABM-supported science lesson. Post-instruction interviews suggested that the teachers gained specific technological knowledge of ABMs. They were able to combine most of this technological knowledge with their existing pedagogical knowledge and content knowledge to integrate ABMs in teaching. The teachers viewed ABMs as valuable tools to visualize invisible real-world components, support students’ active learning and knowledge construction, and enhance student motivation.

Authors

• Lin Xiang, University of Kentucky

• Sagan Goodpaster, University of Kentucky

• Kaitlin Robertson, University of Kentucky

• Hailey Siegel, University of Kentucky