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<p>This mixed methods study investigates the relationship between teachers’ epistemic cognition and their instructional practices when teaching spatial computational thinking using <i>3D Weather</i> Integrated Data Viewer (IDV) weather data visualization modules. While prior research highlights the influence of epistemic beliefs on teaching, the extent to which changes in epistemic cognition translate into actual classroom practice remains underexplored. The study focused on K-12 teachers who participated in the <i>3D Weather</i> summer workshop, which aimed to build teachers’ capacity to teach meteorology through data-driven and spatial-grounded instructional strategies using IDV. Post-workshop survey measured teachers’ epistemic cognition across three instructional orientations: traditional, computational thinking-based, and scientific practice-based. Quantitative data analysis results revealed significantly stronger endorsement of computational and scientific orientations over the traditional one. However, analysis of classroom video recordings and exit interviews revealed notable variation in instructional practices. Teachers were categorized as Experimenters, Adopters, or Implementers, reflecting differing levels of self-efficacy, familiarity with IDV, and readiness to integrate innovation. The study’s application of both epistemic cognition and diffusion of innovation theoretical frameworks provides a multidimensional lens for understanding instructional change. While epistemic cognition offers insight into belief structures, diffusion theory highlights how contextual and systemic factors shape instructional adoption. Integrating these frameworks offers a nuanced understanding of why some teachers adopt innovative practices more readily, even when exposed to the same professional development and demonstrating similar epistemic cognition. The findings underscore the importance of long-term, practice-based professional learning that addresses classroom realities and supports sustained integration of innovative STEM instructional practices.&#xa0;</p>

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From Epistemic Cognition To Instructional Practices: A Mixed Methods Study of Teaching Spatial Computational Thinking with IDV Visualization

  • 期刊论文

  • 发表日期：

    2025年11月15日

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  • Yan Sun,
  • Timothy Okunoye,
  • Jeremiah Nuatomue

摘要

This mixed methods study investigates the relationship between teachers’ epistemic cognition and their instructional practices when teaching spatial computational thinking using 3D Weather Integrated Data Viewer (IDV) weather data visualization modules. While prior research highlights the influence of epistemic beliefs on teaching, the extent to which changes in epistemic cognition translate into actual classroom practice remains underexplored. The study focused on K-12 teachers who participated in the 3D Weather summer workshop, which aimed to build teachers’ capacity to teach meteorology through data-driven and spatial-grounded instructional strategies using IDV. Post-workshop survey measured teachers’ epistemic cognition across three instructional orientations: traditional, computational thinking-based, and scientific practice-based. Quantitative data analysis results revealed significantly stronger endorsement of computational and scientific orientations over the traditional one. However, analysis of classroom video recordings and exit interviews revealed notable variation in instructional practices. Teachers were categorized as Experimenters, Adopters, or Implementers, reflecting differing levels of self-efficacy, familiarity with IDV, and readiness to integrate innovation. The study’s application of both epistemic cognition and diffusion of innovation theoretical frameworks provides a multidimensional lens for understanding instructional change. While epistemic cognition offers insight into belief structures, diffusion theory highlights how contextual and systemic factors shape instructional adoption. Integrating these frameworks offers a nuanced understanding of why some teachers adopt innovative practices more readily, even when exposed to the same professional development and demonstrating similar epistemic cognition. The findings underscore the importance of long-term, practice-based professional learning that addresses classroom realities and supports sustained integration of innovative STEM instructional practices.