Computational modeling is increasingly becoming a critical and necessary component of a physics education. Integrating Computation in Science Across Michigan (ICSAM), an NSF-funded program at Michigan State University, aims to help high school teachers bring computational modeling to their physics classrooms. In this presentation, we illustrate the kinds of resources that participating teachers used to integrate computation in their physics teaching through a case-study analysis of a particularly active teacher participant. Through the past two years, we observed and recorded participating teachers’ journeys in classroom videos, interviews, and other data. We examined the data using emergent coding to characterize the resources that these teachers have used while integrating computation into their classrooms and how these resources have changed over time. Through this work, we aim to share implications for professional development providers, curriculum developers, and practicing teachers. This work was supported by the National Science Foundation (DRL-1741575).

Teacher use of resources while integrating computational modeling into classrooms

PS.B-SA-09: PER: Student and Instructor Support & Professional Development, Program and Institutional Change I

technical paper

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Julia Willison

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Teacher use of resources while integrating computational modeling into classrooms

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