Coding in scientific modeling lessons (CS-ModeL)

Learning standards for K-12 science education emphasize the importance of engaging students in practices that scientists perform in their profession. K-12 teachers are expected to engage students in scientific modeling, which entails constructing, testing, evaluating, and revising their own models o...

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Published in:	Educational technology research and development Vol. 68; no. 3; pp. 1247 - 1273
Main Authors:	Vasconcelos, Lucas, Kim, ChanMin
Format:	Journal Article
Language:	English
Published:	New York Springer US 01.06.2020 Springer Springer Nature B.V
Subjects:	Academic Standards Analysis Coding Computer Simulation Development Article Distance learning Education Educational Technology Elementary Secondary Education Guidelines Instructional scaffolding Learner Engagement Learning Learning and Instruction Methods Online instruction Professional Training Programming Languages Science Education Science Instruction Science Teachers Scientific Concepts Scientists STEM education Teacher Educators Teachers Simulations Scientific modeling STEM teaching Epistemic agency Block-based coding
ISSN:	1042-1629, 1556-6501
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Abstract	Learning standards for K-12 science education emphasize the importance of engaging students in practices that scientists perform in their profession. K-12 teachers are expected to engage students in scientific modeling, which entails constructing, testing, evaluating, and revising their own models of science phenomena while pursuing an epistemic goal. However, conceptualizing models of unobservable science phenomena without support is daunting for students. We propose that creating science simulations with block-based coding in Scratch is a promising approach to support student’s scientific modeling and learning to code. However, research indicates that preservice and in-service science teachers often hold a deficient understanding of scientific modeling instruction, and lack experience teaching with coding. Professional learning on use of block-based coding in scientific modeling instruction is needed though such interdisciplinary research is scarce. In this paper, we review pertinent literature and propose five guidelines for teacher educators striving to offer such professional learning. The guidelines informed the design and development of coding in scientific modeling lessons (CS-ModeL), which is a module and an online tool for scaffolding teachers’ learning to code science simulations, and to integrate simulation coding activities into scientific modeling lessons, respectively. We discuss how guidelines informed the design and development of CS-ModeL, as well as plans for future research.
AbstractList	Learning standards for K-12 science education emphasize the importance of engaging students in practices that scientists perform in their profession. K-12 teachers are expected to engage students in scientific modeling, which entails constructing, testing, evaluating, and revising their own models of science phenomena while pursuing an epistemic goal. However, conceptualizing models of unobservable science phenomena without support is daunting for students. We propose that creating science simulations with block-based coding in Scratch is a promising approach to support student's scientific modeling and learning to code. However, research indicates that preservice and in-service science teachers often hold a deficient understanding of scientific modeling instruction, and lack experience teaching with coding. Professional learning on use of block-based coding in scientific modeling instruction is needed though such interdisciplinary research is scarce. In this paper, we review pertinent literature and propose five guidelines for teacher educators striving to offer such professional learning. The guidelines informed the design and development of coding in scientific modeling lessons (CS-ModeL), which is a module and an online tool for scaffolding teachers' learning to code science simulations, and to integrate simulation coding activities into scientific modeling lessons, respectively. We discuss how guidelines informed the design and development of CS-ModeL, as well as plans for future research.
Audience	Academic
Author	Vasconcelos, Lucas Kim, ChanMin
Author_xml	– sequence: 1 givenname: Lucas orcidid: 0000-0001-9074-203X surname: Vasconcelos fullname: Vasconcelos, Lucas email: limadel@mailbox.sc.edu organization: University of South Carolina – sequence: 2 givenname: ChanMin surname: Kim fullname: Kim, ChanMin organization: Penn State University
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10.1080/09500693.2011.605182
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SubjectTerms	Academic Standards Analysis Coding Computer Simulation Development Article Distance learning Education Educational Technology Elementary Secondary Education Guidelines Instructional scaffolding Learner Engagement Learning Learning and Instruction Methods Online instruction Professional Training Programming Languages Science Education Science Instruction Science Teachers Scientific Concepts Scientists STEM education Teacher Educators Teachers
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Title	Coding in scientific modeling lessons (CS-ModeL)
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