Science Teachers' Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module.

ABSTRACT: This study focuses on science teachers' first encounter with computational modeling in professional development workshops. It examines the factors shaping the teachers' self-efficacy and attitudes towards integrating computational modeling within inquiry-based learning modules for 9th grade physics. The learning modules introduce phenomena, the analysis of measurement data, and offer a method for coordinating the experimental findings with a theory-based computational model. Teachers' attitudes and self-efficacy were studied using survey questions and workshop activity transcripts. As expected, prior experience in physics teaching was related to teachers' self-efficacy in teaching physics in 9th grade. Also, teachers' prior experience with programming was strongly related to their self-eff

SUBMITTER: Langbeheim E 

PROVIDER: S-EPMC7447203 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature