Strand 7 Stand-Alone Paper Set

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253 Three Lenses on Learning: Analyzing Preservice Teacher Model Revision Through Sociocultural; Cognitive; and Multimodal Frameworks Jaclyn K. Murray ORCID iD; Alex T. St. Louis Mercer University; Macon; Georgia; USA Abstract This study investigates how preservice elementary teachers (PSTs) revise their scientific models of a melting ice phenomenon through a structured peer critique activity. Using an integrated theoretical framework that combines sociocultural; cognitive; and multimodal perspectives; the research analyzes the changes between PSTs' initial and revised models. The methodology is an interpretive case study; examining the model revision process of a cohort of PSTs in a science methods course. Key findings show that the peer critique acted as a catalyst for significant conceptual and representational change. PSTs appropriated new visual tools; such as arrows to denote energy transfer; and linguistic scaffolds; like explanatory keys; from their peers' work. This process was not merely cosmetic; it was the tangible evidence of a deeper conceptual shift; as the social interaction created the necessary "dissatisfaction" with their initial ideas and made more scientific concepts intelligible and plausible. The study concludes that engaging in such multimodal critique apprentices PSTs into the "genre" of scientific modeling; enhancing both their conceptual understanding and their representational competence. Strands Strand 7: Pre-service Science Teacher Education 255 Pre-Service Secondary Science Teachers' Ideas About Disinformation and How They Should Address It Elizabeth Hufnagel University of Maine; USA Abstract In this exploratory study; six pre-service science teachers' conceptualizations of disinformation and how to address it in their classrooms were examined in the discourse of a science methods course. Grounded in the ethnographic research cycle; iterative analyses of the discourse revealed tensions across the pre-service teachers' conceptualizations of disinformation and how they would address disinformation in their classrooms. These tensions are discussed in detail and provide important implications for supporting new science teachers in confronting disinformation in their classrooms. Strands Strand 7: Pre-service Science Teacher Education 602 Long-term changes in Elementary BEd students' conceptions of science: Comparing responses across decades G. Michael Bowen ORCID iD; Gerald Tembrevilla ORCID iD Mount Saint Vincent University; Halifax; Nova Scotia; Canada Abstract For a number of reasons replication studies are uncommon in educational research. One of the earlier Canadian Nature of Science studies (conceptualized as conceptions of science at the time) was conducted in the mid-1980's using both closed- and open-questions to examine what understandings about science and its practices were held by elementary teacher candidates. The study elicited and conceptualized their understanding of science and how various contextual variables may have influenced that understanding. Since then; there have been profound changes in Canadian K-12 science education as well as in the news and social information landscape. This paper reports on a repeat of that earlier study using a similar population of students in a similar academic setting allowing us to compare current and past responses regarding knowledge about science and its practices. Despite the many changes in Canadian K-12 science education and in the information landscape; comparisons between the current response and past responses were in many cases more similar than they were different. The paper discusses these similarities and the few differences in detail; and the implications of these findings for elementary science methods courses in Canada. Strands Strand 7: Pre-service Science Teacher Education 679 Analysis of elementary PST collaboration during interdisciplinary and inquiry-based curriculum development using design-based thinking approaches Margery Gardner; Karen Harpp; Joyce Zheng Colgate University; USA Abstract Elementary pre-service teachers (PSTs) often have limited STEM backgrounds and few opportunities for interdisciplinary curriculum design. The NSF-funded Virtual Galapagos (VG) program is a two-year; 10-week summer program that aims to build PST capacity in inquiry-based; interdisciplinary science teaching using design thinking (DT) approaches. A total of 18 PSTs collaborated in teams to develop multi-day lessons plans integrating earth science; biology; ecology and mathematics focused on the Galapagos Islands and guided by the 5E instructional model. Data included 156 minutes of transcribed ideation sessions which was coded using ten predefined DT ideation activities alongside brainstorming sessions that was visualized into word clouds. Frequency analysis showed Elaboration (n=216); Idea Statements (n=173); and Posing Questions (n=166) as most commonly appearing codes. Co-occurrence mapping reveals strong pairings between Elaboration and Idea Statements and between Elaboration and Different Angles which suggests depth-building and perspective-taking in idea refinement. Findings indicate PSTs were most comfortable generating; expanding; and clarifying ideas. Results highlight the value of structuring DT-based sessions to promote these processes; contributing to teacher preparation research on collaborative; creative; and interdisciplinary STEM curriculum design. Strands Strand 7: Pre-service Science Teacher Education 192 Integrating Socioscientific Issues and STEM in Microteaching: A Practical Approach for Pre-Service Science Teachers Dana L Zeidler ORCID iD1; Dilek Karisan ORCID iD2 1usf; tampa; florida; USA. 2aydin adnan menderes uni; aydin; Turkey Abstract This study examined the effect of integrating STEM (Science; Technology; Engineering; and Mathematics) and socioscientific issues (SSI) into micro-teaching on pre-service teachers' computational thinking skills; technological pedagogical content knowledge; and their views on the integration of STEM and SSI. The research study group consists of 31 pre-service teachers; selected using an easily accessible sampling method; which is one of the purposeful sampling methods. A mixed-methods research design was employed for the study; combining both quantitative and qualitative approaches. The findings indicate that integrating STEM and SSI into micro-teaching positively influenced the pre-service teachers' computational thinking and technological pedagogical content knowledge. Additionally; this integration was aligned with the development of critical thinking; problem-solving abilities; and interdisciplinary connections. The pre-service teachers expressed positive views on integration before and after the implementation; noting the benefits of increased student engagement and the relevance of real-world issues in the classroom; as well as challenges to be overcome. Overall; the study highlights the potential of STEM-SSI integration in teacher education aimed at enhancing teaching practices that foster practical; yet meaningful and impactful; learning experiences. Strands Strand 7: Pre-service Science Teacher Education