Scaffolding complex learning with a computer modeling tool in a science education methods course

Abstract

In this study, we provided preservice teachers with a computer modeling experience in a science education methods course, and studied the effects of this experience on their abilities to construct viable scientific models with a computer-modeling tool and teach a sixth-grade science lesson through models. The results of the study showed that (a) Model-It, through its scaffolds (i.e., plan, build, and test modes), enabled the majority of preservice teachers to build models that were structurally correct, (b) participants' models were structurally correct but simplistic, and (c) 65% of the participants preferred to teach science using the explorative modeling method, 27% the expressive method, and only 8% both the explorative and the expressive methods. In essence, the software provided participants with a tool to quickly build and test their models as well as reflect on the viability of their models. Thus, Model-it effectively scaffolded preservice teachers' first modeling experiences. It is however recognized that systematic efforts need to be undertaken to adequately prepare prospective teachers to teach science through models.