Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

Autor/inn/en	Schwarz, Christina V.; Meyer, Jason; Sharma, Ajay
Titel	Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods
Quelle	In: Journal of Science Teacher Education, 18 (2007) 2, S.243-269 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-007-9039-6
Schlagwörter	Computer Simulation; Epistemology; Educational Technology; Computer Software; Preservice Teachers; Elementary School Science; Methods Courses; Teacher Education; Science Instruction; Teaching Methods; Pedagogical Content Knowledge; Science Teachers + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Erkenntnistheorie; Unterrichtsmedien; Methodisch-didaktische Anleitung; Lehrerausbildung; Lehrerbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course to advance preservice teachers' understandings of computer software use in science teaching and to help them learn important aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching, but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers' pedagogical and epistemological understandings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10