Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

Abstract

This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching, but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological understandings.

Acknowledgments

The authors thank the preservice teachers in the elementary methods class who participated in this study, as well as Vijaya Rajagopalan who worked on the Web site. We also thank colleagues at Michigan State University who provided helpful feedback on this paper.

Notes

1 We note that while many taxonomies exist for classifying educational technology (e.g., NETS), the Bruce and Levin (1997) categorization covers a wider range of uses, including cutting-edge uses of educational technologies.

2 Students took this methods course in the first semester of their senior year within a 5-year program involving a year-long internship after the senior year. This course is the only science methods course they take before they become credentialed teachers, though many take a one-semester science content course designed for future elementary science teachers.

3 http://ott.educ.msu.edu/2002pt3/INDEX.HTM.

4 http://www.msu.edu/~cschwarz/.

5 We note that perhaps using epistemic bridges, such as building physical or conceptual models, might help preservice teachers better understand the purpose and benefits of modeling and modeling tools.