An instructional design model for teaching pre-service elementary teachers to teach science with computer models
Advanced Science Letters
SourceAdvanced Science Letters
Google Scholar check
MetadataShow full item record
Many reported studies about models and modeling clearly indicate that teachers need to be knowledgeable about the role of models and modeling in science and need to be engaged in rich modeling activities, so that they become able to use models in science teaching and learning. In view of adequately preparing pre-service teachers to teach science through models, the authors herein discuss an instructional design model that was developed to guide pre-service teachers' preparation in the pedagogical uses of computer models. After the intervention, pre-service teachers were asked to propose two science topics to be taught with computer models and to design a lesson for each topic. Both qualitative and quantitative analyses were conducted to assess preservice teachers' lessons. Recommendations about how the instructional design model can be further improved in future teacher preparation programs are also discussed.