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written by Valerie K. Otero, Fred Goldberg, and Andy Johnson
Systemic reform initiatives call for increased use of computers in K-12 science classrooms. It therefore becomes increasingly important to understand how particular types of computer software and pedagogical structures can support interactions that lead to meaningful learning by students. The role that the computer plays in students' learning in a collaborative environment depends not only on the ways that students use the computer and software but also on how they interact with each other as they use the computer. In this paper, we present some research results of studies that were conducted in collaborative guided-inquiry physical science courses for prospective elementary teachers. In these courses, each group of three students had access to its own computer. We first describe how the computer can be used as a representational tool to support meaning-making conversations in small student groups. Second, we discuss how special computer simulators make it easier for groups of students to construct robust conceptual models. It does so by providing the opportunity for students to make model-like observations that can help them bridge the phenomenological and conceptual domains. Finally, we discuss the design of this pedagogy, how the computer is embedded within classroom activities, and how these activities are based on prior research in science learning.

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Journal of Education: Volume 181, Issue 2, Pages 57-89
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
- Teacher Preparation
= Research
- Technology
= Computers
Education - Basic Research
- Communication
= Representations
- Problem Solving
= Representational Use
- Sample Population
= Instructor: Pre-service
General Physics
- General
- Physics Education Research
= Reform Dissemination
- Upper Undergraduate
- Reference Material
= Report
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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Formats:
application/pdf
text/html
Mirror:
https://physicscourses.colorado.e…
Access Rights:
Available by subscription and
Available for purchase
Restriction:
© 1999 Sage Publishing
NSF Number:
ESI-9454341
Keywords:
Constructivist Theory, K-5 STEM education, constructivism, elementary teacher preparation, modeling, primary education, reformed education, schema, sense making
Record Creator:
Metadata instance created July 24, 2022 by Sam McKagan
Record Updated:
November 30, 2022 by Caroline Hall
Last Update
when Cataloged:
January 1, 1999
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
V. Otero, F. Goldberg, and A. Johnson, , J. Educ. 181 (2), 57 (1999), WWW Document, (https://www.jstor.org/stable/42743942).
AJP/PRST-PER
V. Otero, F. Goldberg, and A. Johnson, How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers?, J. Educ. 181 (2), 57 (1999), <https://www.jstor.org/stable/42743942>.
APA Format
Otero, V., Goldberg, F., & Johnson, A. (1999, January 1). How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers?. J. Educ., 181(2), 57-89. Retrieved September 27, 2023, from https://www.jstor.org/stable/42743942
Chicago Format
Otero, V, F. Goldberg, and A. Johnson. "How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers?." J. Educ. 181, no. 2, (January 1, 1999): 57-89, https://www.jstor.org/stable/42743942 (accessed 27 September 2023).
MLA Format
Otero, Valerie, Fred Goldberg, and Andy Johnson. "How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers?." J. Educ. 181.2 (1999): 57-89. 27 Sep. 2023 <https://www.jstor.org/stable/42743942>.
BibTeX Export Format
@article{ Author = "Valerie Otero and Fred Goldberg and Andy Johnson", Title = {How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers?}, Journal = {J. Educ.}, Volume = {181}, Number = {2}, Pages = {57-89}, Month = {January}, Year = {1999} }
Refer Export Format

%A Valerie Otero %A Fred Goldberg %A Andy Johnson %T How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers? %J J. Educ. %V 181 %N 2 %D January 1, 1999 %P 57-89 %U https://www.jstor.org/stable/42743942 %O application/pdf

EndNote Export Format

%0 Journal Article %A Otero, Valerie %A Goldberg, Fred %A Johnson, Andy %D January 1, 1999 %T How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers? %J J. Educ. %V 181 %N 2 %P 57-89 %8 January 1, 1999 %U https://www.jstor.org/stable/42743942


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