NARST, Vancouver, Canada, 27 - 30 March 2022, pp.212-213
The purpose of this study was to explore how preservice science teachers’ descriptions of simulation-enhanced inquiry-based lesson for asynchronous learning environments have been affected through SIMINA (Simulation-enhanced Inquiry-based Asynchronous Environment) professional development module. To explore any changes that may have occurred in the descriptions of inquiry-based science education, simulations, and asynchronous learning environments; ten volunteer senior preservice science teachers participated. In this phemenographic qualitative study pre-interviews, post-interviews, and field notes were used as data collection tools. The preliminary findings indicated that in the post-descriptions preservice science teachers rely more on their own teaching and learning experiences related to inquiry-based science education, simulation, and asynchronous learning environments. Regarding the inquiry-based science education, one considerable change was the increased number of codes related to research question and the data. Regarding the simulation, one remarkable change was the revealing of two new categories: resources and aspects. In terms of the asynchronous learning environments, one considerable change was in the communication category. In the pre-descriptions the focus was more on no interaction whereas in post-descriptions focus was more on how to communicate. Consequently, this study might introduce some innovative elements, such as inquiry-based science education, simulations, and asynchronous learning environments, to the science education.