Langbeheim Elon, Perl David, Yerushalmi Edit
Graduate Program for Science and Technology Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel.
Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel.
J Sci Educ Technol. 2020;29(6):785-796. doi: 10.1007/s10956-020-09855-3. Epub 2020 Aug 25.
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-efficacy regarding the programming component of model construction. Surprisingly, the short interaction with computational modeling increased the group's self-efficacy, and the average rating of understanding and enjoyment was similar among teachers with and without prior programming experience. Qualitative data provides additional insights into teachers' predispositions towards the integration of computational modeling into the physics teaching.
本研究聚焦于科学教师在专业发展工作坊中首次接触计算建模的情况。它考察了影响教师自我效能感的因素，以及他们对于将计算建模整合到九年级物理探究式学习模块中的态度。这些学习模块介绍了现象、测量数据分析，并提供了一种将实验结果与基于理论的计算模型相协调的方法。通过调查问卷和工作坊活动记录来研究教师的态度和自我效能感。不出所料，物理教学的先前经验与教师在九年级物理教学中的自我效能感相关。此外，教师先前的编程经验与他们在模型构建编程部分的自我效能感密切相关。令人惊讶的是，与计算建模的短暂互动提高了小组的自我效能感，并且有无编程经验的教师在理解和享受程度的平均评分上相似。定性数据为教师将计算建模整合到物理教学中的倾向提供了更多见解。
