This study aims to examine pre-service science teachers' views on STEM education applications based on modeling conducted with Algodoo software. Using the case study method from qualitative research designs, the study group consisted of nine pre-service science teachers enrolled in the second year at a state university in Türkiye. In the study, researchers developed three real-world-based engineering design tasks—a roller coaster, a catapult, and a parachute—as part of the force and motion unit. Before moving on to the physical prototyping phase, the pre-service science teachers modeled and tested their designs using the Algodoo software. Data were collected via Google Forms using open-ended questionnaire and analyzed using content analysis. The analysis grouped the pre-service teachers' opinion under five main themes: Cognitive and Academic Contributions, Integration STEM Disciplines, The Contribution of Virtual Modeling to Real-World Applications, Challenges and Limitations Encountered, and Institutional and Pedagogical Requirements for Effective Use. According to the findings, pre-service teachers developed positive views towards modeling-based STEM applications; however, they stated that learning the interface took time, the English language barrier made effective use of the application challenge, and they encountered technical errors. The results emphasize the importance of integrating simulation tools into teacher training programs not only as a technical skill but also as a pedagogical competency.
Salur et al. (Sat,) studied this question.