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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Bibliographic Details
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
Online Access:Get full text
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Summary: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.
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-019-09724-w