Engaging Elementary Students in Scientific Modeling: The MoDeLS Fifth-Grade Approach and Findings

Baek, Hamin; Schwarz, Christina V.; Chen, Jing; Hokayem, Hayat; Zhan, Li

doi:10.1007/978-94-007-0449-7_9

Cited by 32 publications

(26 citation statements)

References 28 publications

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“…Concerning science education, several studies already dealt with learning progressions for scientific modelling and showed that constructing models and reflecting about models help to facilitate students' understandings of models and modelling (Baek, Schwarz, Chen, Hokayem, & Zhan, 2011;Schwarz et al, 2009). This study contributes to the field by giving further implications regarding students' understandings of models and their use in science: first, we suggest being aware not only of the initial students' understandings of models and their use in science but also of the other understandings.…”

Section: Final Implicationsmentioning

confidence: 98%

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Grünkorn

Belzen

Krüger

2014

International Journal of Science Education

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Research in the field of students' understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation). Therefore, the purpose of this article is to present the results of an empirical evaluation of a conjoint theoretical framework. The theoretical framework integrates relevant research findings and comprises five aspects which are subdivided into three levels each: nature of models, multiple models, purpose of models, testing, and changing models. The study was conducted with a sample of 1,177 seventh to tenth graders (aged 11-19 years) using open-ended items. The data were analysed by identifying students' understandings of models (nature of models and multiple models) and their use in science (purpose of models, testing, and changing models), and comparing as well as assigning them to the content of the theoretical framework. A comprehensive category system of students' understandings was thus developed. Regarding the empirical evaluation, the students' understandings of the nature and the purpose of models were sufficiently described by the theoretical framework. Concerning the understandings of multiple, testing, and changing models, additional initial understandings (only one model possible, no testing of models, and no change of models) need to be considered. This conjoint and now empirically tested framework for students' understandings can provide a common basis for future science education research. Furthermore, evidence-based indications can be provided for teachers and their instructional practice.

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Section: Final Implicationsmentioning

confidence: 98%

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Grünkorn

Belzen

Krüger

2014

International Journal of Science Education

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“…However, even with an emphasis on developing students' understanding about the hydrosphere, early learners may struggle to comprehend concepts related to water (Baek, Schwarz, Chen, Hokayem & Zhan, ; Brooks, ; Dove et al, ; Henriques, ). Prior research has illustrated some of the boundaries of elementary students' reasoning about water and the hydrosphere.…”

Section: Impact Of Model‐based Science Curriculum and Instruction On mentioning

confidence: 99%

Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere

Baumfalk¹,

Bhattacharya

et al. 2018

J Res Sci Teach

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Developing scientific literacy about water systems is critical for K‐12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., ; Gunckel et al., ; Zangori et al., ; Zangori et al., ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based research project focused on the development, implementation, revision, and testing of an enhanced, model‐centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., a; b; Vo et al., ; Zangori et al., ; Zangori et al., ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling‐enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling‐enhanced version of the curriculum showed greater gains in their model‐based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.

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“…For example, we have found that several aspects of a model-based instructional sequence-empirical investigations, computer simulations, and social interactions-positively impacted students' attention to empirical evidence, to invisible objects as an explanatory feature, and to audience and communicative features of models (Baek et al 2011). In particular, the technology used for collecting empirical data and the computer simulations played critical roles in supporting and expanding students' epistemologies in modeling with respect to empirical evidence and mechanistic aspects of the phenomena.…”

Section: Introductionmentioning

confidence: 97%

“…These particular epistemic considerations are essential for sense-making, and they lie at the core of the scientific endeavor because they enable prediction and explanation. Furthermore, our prior research indicates that if epistemic considerations of classroom modeling are not addressed and supported, modeling can become a procedural activity in which learners produce drawings for their teachers with the goals of providing correct information (whether or not it makes sense), as much detail as possible (whether or not it is necessary), and with maximum aesthetic qualities (to gain peer approval) (Baek et al 2011).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students’ Epistemologies in Modeling Throughout a Model-Based Curriculum Unit

Baek

Schwarz

2014

J Sci Educ Technol

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In the past decade, reform efforts in science education have increasingly attended to engaging students in scientific practices such as scientific modeling. Engaging students in scientific modeling can help them develop their epistemologies by allowing them to attend to the roles of mechanism and empirical evidence when constructing and revising models. In this article, we present our in-depth case study of how two fifth graders-Brian and Joon-who were students in a public school classroom located in a Midwestern state shifted their epistemologies in modeling as they participated in the enactment of a technologically enhanced, model-based curriculum unit on evaporation and condensation. First, analyses of Brian's and Joon's models indicate that their epistemologies in modeling related to explanation and empirical evidence shifted productively throughout the unit. Additionally, while their initial and final epistemologies in modeling were similar, the pathways in which their epistemologies in modeling shifted differed. Next, analyses of the classroom activities illustrate how various components of the learning ecology including technological tools, the teacher's scaffolding remarks, and students' collective activities and conversations, were marshaled in the service of the two students' shifting epistemologies in modeling. These findings suggest a nuanced view of individual learners' engagement in scientific modeling, their epistemological shifts in the practice, and the roles of technology and other components of a modeling-oriented learning environment for such shifts.

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Engaging Elementary Students in Scientific Modeling: The MoDeLS Fifth-Grade Approach and Findings

Cited by 32 publications

References 28 publications

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere

The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students’ Epistemologies in Modeling Throughout a Model-Based Curriculum Unit

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