This study aimed to identify student-teachers’ mental models of everyday life control systems to develop appropriate instruction processes that help them understand subject matter knowledge (SMK) and pedagogical content knowledge (PCK) (Shulman, 1987) needed for teaching control issues in K-6. The research group consisted of student-teachers from Beit Berl College, Israel studying in preservice programs for kindergarten and primary school teachers.
Introduction: Student-teachers study systems and system controls while experimenting with and coding a robot’s behavior. Prior to this, student-teachers are asked to explain in text and graphics how the ‘automatic door’ works. It is important to understand student-teachers’ perceptions as in their future career as technology teachers they will have to explain these subjects according to their concepts. Methods: The student-teachers’ textual and graphic explanations are analyzed on the followings levels: the student-teachers’ structural and functional characteristics and their control process mental models. Findings and conclusions: It was found that student-teachers’ mental models are partial, most of them have a structural model that contains only the visible components that are part of the operation unit and not the control unit. Moreover, their functional mental models are also missing. However, most of them explain the behavior of the system with rules (If…Then…) and as a sequential process (a,b,c…). From these findings, it is clear that a very systematic instruction unit must be developed to assist the student-teachers to construct their appropriate “runnable” mental models of a self-regulated system and PCK enabling them to teach this topic properly to their pupils.
Referera så här
Copyright (c) 2021 Osnat Dagan
Det här verket är licensierat under en Creative Commons Erkännande 4.0 Internationell-licens.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).