Learning to make and use computer simulations in science education

Abstract

With the inclusion of programming in the school science curriculum, a need to educate teachers in this area has emerged. In this study, pre-service teachers (PSTs) participated in a teaching module about programming of simulations for use in science. The PSTs' reflections about their learning process and the teaching plans they developed were analysed using the technological pedagogical content knowledge (TPACK) framework (Mishra & Koehler, 2006). The aim was to investigate their knowledge background and learning needs, as well as opportunities for teaching programming of computer simula-tions to PSTs. Developing technological knowledge was challenging but useful for the PSTs. They were able to combine this with pedagogical and science content knowledge to make teaching plans to promote learning of science, technology, and scientific inquiry and modelling practices. Thus, exposing PSTs to programming in their teacher educa-tion is important for their TPACK development and contributes to their ability to plan science education using these tools.