id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
cord-352431-yu7kxnab	Langbeheim, Elon	Science Teachers’ Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module	2020-08-25		.txt	text/plain	7931	432	45	It examines the factors shaping the teachers' self-efficacy and attitudes towards integrating computational modeling within inquiry-based learning modules for 9th grade physics. 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. Therefore, the goal of this study is to examine science teachers' attitudes towards introducing computational model construction in the context of inquiry-based learning in physics. The first research question asked how do teachers' prior experiences in teaching physics influence their self-efficacy and attitudes towards inquiry-based learning practices in a PD workshop. 2. In order to investigate the 2nd research question regarding the influence of teachers' prior involvement with programming on their self-efficacy in, and experience of computational modeling that involves coding in a PD workshop, we used the following data sources:	./cache/cord-352431-yu7kxnab.txt	./txt/cord-352431-yu7kxnab.txt