This article offers Ancestral Computing for Sustainability (ACS) to dismantle the logics of settler colonialism that affect accessibility, identities, and epistemologies of computer science education (CSE). ACS centers Indigenous epistemologies in researching CSE across four public universities in the United States. This paper describes Ancestral Computing for Sustainability and explores reflections of two students engaging as researchers in ACS inquiry. Drawing on Indigenous methodologies and Participatory Action Research, they share their reflections as co-researchers in ACS through storywork. These critical reflections include their relationship to computing, observations of the interdependent work within ACS, ethics and sustainability, and their experiences within the focus groups. The article ends with recommendations for furthering ACS as a decolonial approach that centers Indigenous epistemologies in CSE. Recommendations for CSE education include Ancestral Knowledge Systems and adding sustainability as a topic within computing education pathways and building student-faculty relationships based on trust is recommended to foster students’ academic and personal growth within CSE education and research.
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.
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