Developing Model-Based Reasoning in Mathematics and Science

Lehrer, Richard; Schauble, Leona

doi:10.1016/s0193-3973(99)00049-0

Cited by 125 publications

(94 citation statements)

References 7 publications

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“…The study of the effect of a program on electric circuits by Van Gog et al (2006) with procedural and content-related justin-time instruction should be seen in this light. Comparable effects have been found by, for example, Lehrer and Schauble (2000) who wanted students to model a situation, and in questioning one situation they obtained correct answers, while in a similar situation found that the students went completely wrong.…”

Section: Types Of Computer-supported Problem-solving Programsmentioning

confidence: 76%

The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

et al. 2008

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Many students experience difficulties in solving applied physics problems. Most programs that want students to improve problem-solving skills are concerned with the development of content knowledge. Physhint is an example of a student-controlled computer program that supports students in developing their strategic knowledge in combination with support at the level of content knowledge. The program allows students to ask for hints related to the episodes involved in solving a problem. The main question to be answered in this article is whether the program succeeds in improving strategic knowledge by allowing for more effective practice time for the student (practice effect) and/or by focusing on the systematic use of the available help (systematic hint-use effect). Analysis of qualitative data from an experimental study conducted previously show that both the expected effectiveness of practice and the systematic use of episode-related hints account for the enhanced problem-solving skills of students.

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Section: Types Of Computer-supported Problem-solving Programsmentioning

confidence: 76%

The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

et al. 2008

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“…A modeling-centered inquiry approach is an instructional approach in which learners engage in scientific inquiry whose focus is on the creation, evaluation, and revision of scientific models that can be applied to understand and predict the natural world (Lehrer & Schauble, 2000;Schwarz & White, 2005;Stewart, Cartier, & Passmore, 2005;Windschitl & Thompson, 2006). In other words, the practice may begin with a question and an initial model that is being tested.…”

Section: Approachmentioning

confidence: 99%

“…For example, inquiry-based approaches can help learners develop deeper understanding of subject matter, scientific skills, and habits of mind (NRC, 2000). Models and modeling can help learners build subject matter expertise, epistemological understanding, and practices and skills such as systems thinking (Lehrer & Schauble, 2000;Lesh & Doerr, 2003;Schwarz & White, 2005). Furthermore, engaging learners in modeling-centered inquiry can help them develop their scientific literacy-deepening their scientific knowledge through generating, evaluating, and revising their thinking in a community of practice so that they can make more informed personal and societal decisions and more effectively participate in the world.…”

Section: Approachmentioning

confidence: 99%

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Schwarz

2009

Science Education

127

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Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around these problems of practice through modeling-centered scientific inquiry. The first design cycle introduced preservice teachers to modeling and simulation software tools in an effort to advance their understanding of science and technology; the second used an instructional framework embodying modeling-centered inquiry to advance their views of effective science teaching and their lesson-planning practices; the third engaged preservice teachers in analyzing and modifying curriculum materials using reform-based criteria to foster effective curriculum materials use. Outcomes from these iterations indicate that the preservice teachers were most likely to advance their knowledge and practices within a coherent approach that focused on a core scientific practice such as modeling-centered inquiry, provided opportunities to unpack and apply robust tools such as reform-based instructional frameworks, and addressed their perceived problems of practice. The findings from this set of approaches are compared to others in an effort to point toward promising future directions for effective science teacher education.

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“…However, research has investigated children's construction of graphs less frequently (diSessa, 2004;Nemirovsky, Tierney, & Wright, 1998;Watson & Fitzallen, 2010), and research devoted to bar graphs is even less common (Äberg-Bengtsson, 2006;Lehrer & Schauble, 2000Lehrer & Romberg, 1996;Watson & Moritz, 2000Wu & Krajcik, 2006). Kosslyn (1989Kosslyn ( , 2006 addressed the analysis of graphs from a cognitive perspective.…”

Section: Research On Graphing Difficultiesmentioning

confidence: 99%

“…The authors mention the crucial importance of supporting these particular steps in the graphing process. The studies of Lehrer and Schauble (2000) and Wu and Krajcik (2006) are thus relevant to ours because they describe the difficulties that students experience when organizing data for proper graph creation (in Kaput's model terminology, the construction of the referential relationship between data and its graphic representation). However, the reported studies did not test the hypothesized role of expertise in organizing data into tables when constructing bar graphs by means of an experimental design and the current study aims to do precisely this.…”

Section: Research On Graphing Difficultiesmentioning

confidence: 99%

Fifth Through Eighth Grade Students’ Difficulties in Constructing Bar Graphs: Data Organization, Data Aggregation, and Integration of a Second Variable

García-Milà

Martí

Gilabert

et al. 2014

Mathematical Thinking and Learning

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Abstract:Studies that consider the displays that students create to organize data are not common in the literature. This paper compares 5th through 8th graders' difficulties with the creation of bar graphs constructed using either raw data (Study 1, n=155) or a provided table (Study 2, n=152). Data in Study 1 showed statistical differences for the type of data organization but not for grade level. Students' primary problem was choosing a format that integrated a second variable and aggregating data. In contrast, when the table was provided (Study 2), we observed that 7th-8th graders outperformed 5th-6th graders. We interpret these results in terms of older students' better data interpretation competence. We conclude that students' difficulties in bar graphing can be traced to their tabulation processes. Data organization is an essential bridging tool for understanding the essence of the data and representing them graphically, and educators should devote to it the attention it deserves. . All of your comments and all of Reviewer 5's have been addressed in the revision. Reviewer 1's comment 1 and 2 are commented in the response table but did not generate any change in the manuscript. We interpreted them as additional comments rather than "must" suggestions. Please tell us if we need to make any additional changes. All changes are highlighted in the manuscript. Powered by Editorial Manager® and ProduXion Manager® from Aries Systems CorporationThe Figures, Tables and Appendices are all the same excepte for Table 3 and Table 7 (there were small errors in the title). The paper contains 3 Appendices, 11 figures and 8 tables and its length is 35 pages long excluding cover page, letter, abstract, references, tables and figures. Aso, we have removed anonimity by adding two of our previous papers that are referred to in the manuscrit, and also, we have added the acknowledgments and proof read the text. We hope that the paper is close to publication. We again, are very grateful to the reviewers', as well as to your thorough revision of the manuscript. We hope that you will find that it is suitable for publication. With kind regards, Merce email: mgarciamila@ub.edu Cover LetterAll changes in the new manuscript are marked with the control of changes Reviewer 1 commentsAuthors' response 1. Given that the students come from multiple classrooms in multiple schools and each class is split among the two studies, it may help the readers if the authors create a graphic showing how the participant pool was created. This is just an idea but perhaps the authors could show 5 circles representing the 5 schools. Inside each school circle, a smaller circle or circles could be drawn to indicate the class or classes that came from that school. Each class circle could be labeled as a primary or secondary classroom. Each class circle could be further split with a line and the number of students that were assigned to study 1 and to study two could be labeled. I'm not sure if this is helpful but I thought I would suggest it as a way to help re...

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Developing Model-Based Reasoning in Mathematics and Science

Cited by 125 publications

References 7 publications

The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Fifth Through Eighth Grade Students’ Difficulties in Constructing Bar Graphs: Data Organization, Data Aggregation, and Integration of a Second Variable

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