Scientific modeling and coding are critical skills to be integrated into K-12 instruction. Research has shown that preservice teachers are often ill-prepared for teaching scientific modeling, and lack opportunities to learn coding within teacher education programs. The present study reports the implementation of an instructional module and online system, called Coding in Scientific Modeling Lessons (CS-ModeL), which was designed to scaffold preservice science teachers’ learning to code simulations and design scientific modeling lessons that feature simulation coding. In this study, we examined preservice teachers’ epistemic discourse during simulation coding, perceptions of coding for future teaching, and coding-enhanced scientific modeling lessons. This was a qualitative single case study that involved six participants enrolled in a science teacher education course. Participants worked in pairs during scientific modeling activities, and each pair was considered an embedded unit within the single case. Data sources included transcripts of screen recordings captured during simulation coding, transcripts of individual semi-structured interviews, and lessons in which participants used simulation coding as part of scientific modeling activities. Qualitative thematic analysis was conducted. Findings revealed that participants’ epistemic discourse led to correction of science misconceptions. However, lack of debugging and conflict argumentation skills detracted from their epistemic discourse quality. Participants perceived coding as a beneficial skill for K-12 students though they voiced concerns about teaching with coding unassisted. Participants failed to design truly interdisciplinary and authentic scientific modeling activities including simulation coding. Study limitations and future research directions are discussed.

科学的建模和编码是集成到K-12指令中的关键技能。研究表明，职前教师通常没有做好科学建模教学的准备，并且缺乏在教师教育计划中学习编码的机会。本研究报告了一个称为“科学建模课程中的编码”（CS-ModeL）的教学模块和在线系统的实施，该系统旨在支持职前科学教师学习编码模拟，并设计具有模拟编码功能的科学建模课程。在本研究中，我们检查了模拟编码过程中职前教师的认知话语，对未来教学的编码理解以及增强编码的科学建模课程。这是一个定性的单案例研究，涉及六名参加了科学教师教育课程的参与者。参与者在科学建模活动中成对工作，每对被认为是单个案例中的嵌入式单元。数据源包括在模拟编码过程中捕获的屏幕记录的笔录，各个半结构化访谈的记录，以及参与者将模拟编码用作科学建模活动的一部分的课程。进行了定性的主题分析。调查结果表明，参与者的认知话语导致对科学误解的纠正。但是，缺乏调试和冲突论证技能会削弱其认知话语质量。参与者认为编码是K-12学生的一项有益技能，尽管他们对无助编码的教学表示担忧。参与者没有设计真正的跨学科和真实的科学建模活动，包括模拟编码。讨论了研究局限性和未来的研究方向。