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Design Approaches to Support Preservice Teachers in Scientific Modeling

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Journal of Science Teacher Education

Abstract

Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.

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Author information

Authors and Affiliations

  1. College of Science and Mathematics, Wright State University, 3640 Colonel Glenn Hwy, Dayton, OH, 45435, USA

    Lisa Kenyon

  2. University of Michigan, 610 E. University Ave, 4107 School of Education Building, Ann Arbor, MI, 48109-1259, USA

    Elizabeth A. Davis

  3. College of Education, University of Illinois at Urbana-Champaign, 1310 South Sixth Street, Champaign, IL, 61820, USA

    Barbara Hug

Authors
  1. Lisa Kenyon
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  2. Elizabeth A. Davis
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  3. Barbara Hug
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Corresponding author

Correspondence to Lisa Kenyon.

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Kenyon, L., Davis, E.A. & Hug, B. Design Approaches to Support Preservice Teachers in Scientific Modeling. J Sci Teacher Educ 22, 1–21 (2011). https://doi.org/10.1007/s10972-010-9225-9

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  • DOI: https://doi.org/10.1007/s10972-010-9225-9

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