Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course

This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections ab...

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Bibliographic Details
Published inJournal of interdisciplinary teacher leadership Vol. 2; no. 1; pp. 3 - 18
Main Authors Lee, Carrie W, Lee, Tammy D, Castles, Ricky, Dickerson, Daniel, Fales, Holly, Wilson, Christine M
Format Journal Article
LanguageEnglish
Published Kenan Fellows Program for Teacher Leadership at NC State University 01.12.2018
Subjects
Assignments
Classroom Techniques
Computer Simulation
Elementary School Mathematics
Elementary School Science
Elementary School Teachers
Interaction
Knowledge Level
Mathematics Education
Methods Courses
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice Teachers
Program Effectiveness
Science Education
Student Attitudes
Teacher Characteristics
Teaching Skills
Time Management
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Summary:This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.
ISSN:2474-7432
2474-7432