This study presents initial results from a NSF funded scholarship program, NOYCE, which is specifically designed to help pre-service science and mathematics teachers to improve their computational thinking skills and pedagogical skills of using computational modeling for teaching secondary science and mathematics. Theoretical framework of TPACK (Technological Pedagogical Content Knowledge) was used to analyze participant teachersâ€™ perceptions of using computational modeling for teaching. The result indicates that the participants positively perceived the use of computational modeling as an effective instructional method. They perceive that computational modeling can be used to help students understand science concepts in various ways, including visualization of small scale systems or science concepts. They also expressed a high confidence of using computational modeling for teaching. However, participant teachers did not fully develop their pedagogical skill of using computational modeling for teaching. Implications for science and math teacher preparation will be addressed.
|Presenters:||Jessica Evershed (Graduate Student)
Younkyeong Nam (Faculty)
|Topic:||Education and Human Development|
|Time:||10:45 am Session II|