In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. By spontaneously recruiting and combining a diverse set of meaning-making resources, the students were able to express relatively fluently complex ideas on a novel physics topic, and to engage in practices that resemble a scientific approach to exploration of new phenomena. They juxtaposed talk with gestures and resources in the environment to communicate ideas that they initially were not able to express using words alone. Using multimodal discourse analysis, we found that in their discussions the students relied heavily on nonverbal meaning-making resources, most notably hand gestures and resources in the surrounding environment (items displayed on the interactive whiteboard). We studied small groups of high school students interacting around and with an interactive whiteboard equipped with Algodoo software, as they investigated orbital motion. In this paper, we investigate some of the ways in which students, when given the opportunity and an appropriate learning environment, spontaneously engage in collaborative inquiry. The participants found activities fun and enjoyable. Both pre-service teachers and students stated that Algodoo simulation-based STEM applications increased their STEM and science knowledge, motivation towards science teaching/learning. According to the findings, the pre-service teachers mostly designed their simulations on physics subjects. Content analysis conducted for the qualitative data obtained. Within the scope of the study, semi-structured interviews were carried with the pre-service teachers and students. The data was obtained from 120 senior pre-service teachers from four universities and 50 students from 12 schools in Turkey. The research was carried out in the fall semester of 2020–2021 academic year. They prepared lesson plans and designed simulations, and taught lesson to the students. In this context, six-week training was given to the pre-service teachers. The aim of this research is to investigate the preschool and primary school pre-service teachers’, and preschool and primary school students’ views on Algodoo-based STEM applications.
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