Teachers’ Disciplinary Boundedness in the Implementation of Integrated Computational Modeling in Physics

Abstract This study explored teachers’ conceptualizations of integrated computational modeling in secondary physics by exposing twelve experienced teachers to programming and then analyzing interview responses. Responses revealed that fell along a spectrum disciplinary boundary–stretching mentalities. paper presents preliminary conceptual framework for exploring both horizontal (interdisciplinary) vertical (intradisciplinary) boundary stretching, as well identifying bounded mentalities consider integration. Horizontal stretchers envisioned opportunities use shift their curriculum or pedagogical approaches help students enhance skills underlying multiple fields, while considered how computing might allow explore concepts more deeply. Teachers with boundary-stretching indicators at the outset an development workshop were likely persist implementation modeling–integrated materials classrooms than those who expressed thinking. These findings emphasize importance considering perceptions about own science discipline is connected similar fields provide implications identify potential adopters innovative teaching approaches.