Discursive Modes and Their Pedagogical Functions in Model-Based Inquiry (MBI) Classrooms

Campbell, Todd; Oh, Phil Seok; Neilson, Drew

doi:10.1080/09500693.2012.704552

Cited by 29 publications

(21 citation statements)

References 33 publications

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“…Design and enactment features are explored together within the study as it is understood that both the design and enactment of curriculum are inextricably linked. These two features were highlighted because they were identified as two of the most salient features of MBI units in our past work (e.g., explaining phenomena in Campbell, Oh, & Neilson, , Campbell, Neilson, & Oh, and investigations in Neilson, Campbell, & Allred, , Campbell & Neilson, ). This is important as only a limited amount of research exists that has examined the extent to which benefits and tensions emerge within MBI connected with what we have identified as the most salient design features.…”

Section: Theoretical Assumptions and Literature Framingmentioning

confidence: 99%

Representing scientific activity: Affordances and constraints of central design and enactment features of a model‐based inquiry unit

Campbell

Gray

Fazio

2019

School Sci & Mathematics

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This research explores how explaining an anchoring phenomena and engaging students in investigations, as central designs of a model‐based inquiry (MBI) unit, afforded or constrained the representation of scientific activity in the science classroom. This research is considered timely as recent standards documents and scholars in the field have highlighted the significance of identifying what features of scientific activity are important and how these can be represented for students in classrooms. Through taking advantage of qualitative research methods to closely examine the enactment of an MBI unit, both affordances and constraints were identified for each design. More specifically, explaining an anchoring phenomenon provided a context for more authentically framing the work of students, while investigations afforded students insight into the role these play in the refinement of models. Further, the teacher's attempts to support student reasoning and, at times, reasoning for students when they were found struggling were the most salient constraints identified connected to explaining an anchoring phenomenon and engaging students in investigations.

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Section: Theoretical Assumptions and Literature Framingmentioning

confidence: 99%

Representing scientific activity: Affordances and constraints of central design and enactment features of a model‐based inquiry unit

Campbell

Gray

Fazio

2019

School Sci & Mathematics

Self Cite

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“…For overcoming limited presence of Level 4, intervention by teachers will be needed when students do not realize the necessity of model evaluation or do not evaluate the explanatory nature of a model, such as processes or mechanisms of phenomena (Campbell et al 2012). Since students tend to construct models with simple descriptions of phenomena, the teacher should help them experience the epistemology concerning evaluation and metacognitive awareness.…”

Section: Discussionmentioning

confidence: 99%

Exploring Secondary Students’ Epistemological Features Depending on the Evaluation Levels of the Group Model on Blood Circulation

Lee

Kim

2013

Sci & Educ

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The purpose of this study is to identify the epistemological features and model qualities depending on model evaluation levels and to explore the reasoning process behind high-level evaluation through small group interaction about blood circulation. Nine groups of three to four students in the eighth grade participated in the modeling practice. Their group models, which were represented by discourse and blood circulation diagrams, were analyzed for the development of the framework that informed the model evaluation levels and epistemological features. The model evaluation levels were categorized into levels one to four based on the following evaluation criteria: no evaluation, authoritative sources, superficial criteria, and more comprehensive criteria. The qualities of group models varied with the criteria of model evaluation. While students who used authoritative sources for evaluating the group model appeared to have an absolutist epistemology, students who evaluated according to the superficial criteria and more comprehensive criteria appeared to have an evaluative epistemology. Furthermore, groups with Level four showed a chain reaction of cognitive reasoning during the modeling practice concerning practical epistemology. The findings have implications for science teachers and education researchers who want to understand the context for developing students' practical epistemologies.

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“…Although Passmore and Svoboda (2011) offered no explicit analysis of the relationship between argumentation and modeling, other studies focusing on students' modeling or argumentation (Berland and Reiser 2009;Windschitl et al 2008) showed that students (or prospective teachers) engage in argumentation naturally when they gather and compare data with their initial models and interpret them (Windschitl et al 2008) or when they consider modeling as a means to support their explanations of natural phenomena and reflect on different strengths and weaknesses of the models (Schwarz et al 2009). Campbell et al (2012) identified emergent discursive modes when high school physics classrooms used a modelbased inquiry approach and found that the basic discourse patterns of exploring-retrieving or exploring-negotiating were further developed into elaborating and reformulating discursive modes with the teachers' help, which highlighted the roles of modeling. These discursive modes are the essential elements of scientific argumentation.…”

Section: Argumentation In Modeling Practices Classroomsmentioning

confidence: 99%

Understanding Co-development of Conceptual and Epistemic Understanding through Modeling Practices with Mobile Internet

2015

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The present study explores how engaging in modeling practice, along with argumentation, leverages students' epistemic and conceptual understanding in an afterschool science/math class of 16 tenth graders. The study also explores how students used mobile Internet phones (smart phones) productively to support modeling practices. As the modeling practices became more challenging, student discussion occurred more often, from what to model to providing explanations for the phenomenon. Students came to argue about evidence that supported their model and how the model could explain target and related phenomena. This finding adds to the literature that modeling practice can help students improve conceptual understanding of subject knowledge as well as epistemic understanding.

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Discursive Modes and Their Pedagogical Functions in Model-Based Inquiry (MBI) Classrooms

Cited by 29 publications

References 33 publications

Representing scientific activity: Affordances and constraints of central design and enactment features of a model‐based inquiry unit

Representing scientific activity: Affordances and constraints of central design and enactment features of a model‐based inquiry unit

Exploring Secondary Students’ Epistemological Features Depending on the Evaluation Levels of the Group Model on Blood Circulation

Understanding Co-development of Conceptual and Epistemic Understanding through Modeling Practices with Mobile Internet

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