02349nam a22002537a 4500 20231030113433.0 231030b ||||| |||| 00| 0 eng d 0021-9584 RIEBPL Library 540.7 Xiaoyang Gong et al... Unpacking Chemistry Teachers’ Pedagogical Reasoning and Decisions for a PhET Simulation: A TPACK Perspective (Journal Article) Washington, United States :American Chemical Society ,January 10, 2023 34–44p. American Chemical Society, Volume 100, Issue 1 ***______{For Hard Copy, Please visit Library.}________*** Abstract- Computer simulations hold great potential for enhancing chemistry instruction. However, effectively integrating simulations in instruction depends in part on teachers’ pedagogical reasoning about simulation affordances and instructional decisions within specific classroom contexts. The objective of this study was to investigate how two chemistry teachers evaluated an interactive simulation and determined pedagogical strategies for integrating the simulation into classroom instruction. Based on the TPACK framework, authors adopted a comparative case study approach to interpret qualitative data from three sources: screen-capture videos, interviews, and instructional plans. Results showed that pedagogical reasoning and decisions of the two participants reflected different TPACK components. One teacher mainly utilized TCK and evaluated the simulation from a designer’s perspective while the other teacher leveraged TPACK and reasoned from a learner’s perspective. The two teachers’ reasoning processes further shaped their decisions about how to integrate the simulation in instruction, which displayed TPK and TPACK. One teacher intended to provide students with careful guidance by constraining system variables while the other favored more open-ended exploration. Results suggest that teacher knowledge, pedagogical reasoning, and decisions are closely intertwined, which provide implications for future research. Collisions, Computer simulations, Equilibrium ,Molecules,Students https://doi.org/10.1021/acs.jchemed.2c00397 PER 0 0 0 0 RIEBPL RIEBPL 2023-10-30 0 540.7 2023-10-30 00:00:00 2023-10-30 PER 44646 44645