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ARISE / Annotated Bibliography / Models are a “Metaphor in Your Brain”: How Potential and Preservice Teachers Understand the Science and Engineering Practice of Modeling

Models are a “Metaphor in Your Brain”: How Potential and Preservice Teachers Understand the Science and Engineering Practice of Modeling

Summary

We investigated beginning secondary science teachers’ understandings of the science and engineering practice of developing and using models. Our study was situated in a scholarship program that served two groups: undergraduate STEM majors interested in teaching, or potential teachers, and graduate students enrolled in a teacher education program to earn their credentials, or preservice teachers. The two groups completed intensive practicum experiences in STEM-focused academies within two public high schools. We conducted a series of interviews with each participant and used grade-level competencies outlined in the Next Generation Science Standards (NGSS) to analyze their understanding of the practice of developing and using models. We found that potential and preservice teachers understood this practice in ways that both aligned and did not align with the NGSS and that their understandings varied across the two groups and the two practicum contexts. In our implications, we recommend that teacher educators recognize and build from the various ways potential and preservice teachers understand this complex practice to improve its implementation in science classrooms. Further, we recommend that a variety of practicum contexts may help beginning teachers develop a greater breadth of understanding about the practice of developing and using models.

Authors

Stacey L. Carpenter, Ashley Iveland, Sungmin Moon, Alexandria K. Hansen, Danielle B. Harlow, Julie A. Bianchini

Year

2019

Noyce Award Number

1240075

Grade Level

High School (preparation to teach), Post-bac-level (initial teacher preparation), Undergraduate-level (initial teacher preparation)

Discipline

General, Science

Resource Type

Article - Peer-reviewed Journal

URL

https://rdcu.be/bU8KH

Citation

Carpenter, S. L., Iveland, A., Moon, S., Hansen, A. K., Harlow, D. B., & Bianchini, J. A. (2019). Models are a “metaphor in your brain”: How potential and preservice teachers understand the science and engineering practice of modeling. School Science and Mathematics, 119(5), 275-286. doi:10.1111/ssm.12340

Content Focus

Teacher candidate learning—content, Teacher candidate learning—pedagogy

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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