This study focuses on science teachers’ first encounter with computational modeling in professional development workshops. It examines the factors shaping the teachers’ self-efficacy and attitudes towards integrating computational modeling within inquiry-based learning modules for 9th grade physics. The learning modules introduce phenomena, the analysis of measurement data, and offer a method for coordinating the experimental findings with a theory-based computational model. Teachers’ attitudes and self-efficacy were studied using survey questions and workshop activity transcripts. As expected, prior experience in physics teaching was related to teachers’ self-efficacy in teaching physics in 9th grade. Also, teachers’ prior experience with programming was strongly related to their self-efficacy regarding the programming component of model construction. Surprisingly, the short interaction with computational modeling increased the group’s self-efficacy, and the average rating of understanding and enjoyment was similar among teachers with and without prior programming experience. Qualitative data provides additional insights into teachers’ predispositions towards the integration of computational modeling into the physics teaching.

中文翻译：

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基于探究的学习模块背景下科学教师对计算建模的态度。

本研究侧重于科学教师在专业发展研讨会上首次接触计算建模。它检查了塑造教师自我效能感的因素以及将计算建模集成到 9 年级物理的基于探究的学习模块中的态度。学习模块介绍现象、测量数据分析，并提供一种将实验结果与基于理论的计算模型相协调的方法。使用调查问题和研讨会活动记录来研究教师的态度和自我效能。正如预期的那样，之前的物理教学经验与教师在 9 年级物理教学中的自我效能感有关。还，教师之前的编程经验与他们对模型构建的编程组件的自我效能感密切相关。令人惊讶的是，与计算建模的短暂互动提高了小组的自我效能感，并且在有和没有编程经验的教师中，理解和享受的平均评分相似。定性数据为教师将计算建模整合到物理​​教学中的倾向提供了额外的见解。