Abstract:
The aim of this study was to explore preservice science teachers’ progression on designing simulation-enhanced inquiry-based lesson for asynchronous learning environments. A module entitled Simulation-enhanced Inquiry-based Asynchronous Environ ment, (SIMINA) was developed and implemented to explore progression through lesson plans, teaching video recordings, feedbacks, and reflections. In this phenomenographic study, the data were collected from ten preservice science teachers through pre- and post-interviews, lesson plans, teaching video recordings, feedbacks, reflections, and the researcher’s field notes. Preservice science teachers’ descriptions of lesson plan, 5E instructional model, inquiry-based science education, simulations, and asynchronous learning environments identified by the emerged categories; purpose, tool (resource), process, learning and assessment, aspect, communication, technical, and learning en vironment. Besides, in the post-descriptions, simulations and inquiry-based science education were found to be integrated more into asynchronous learning environments. The analysis of progression revealed that while the most progression observed in asyn chronous learning environments, the least progression was observed in inquiry-based science education. According to the preservice science teachers, instructor’s feedbacks were more e↵ective in progressing lesson compared to peer feedbacks. Further, the na ture and frequency of high-level of reflective thinking indicators increased continuously. Overall, this study has implications for the simulation-enhanced inquiry-based lessons for asynchronous learning environments through feedbacks and reflections.
