Introducing a Culture of Modeling To Enhance Conceptual Understanding in High School Chemistry Courses

Edwards, Amanda D.; Head, Michelle L.

doi:10.1021/acs.jchemed.6b00125

Cited by 12 publications

(13 citation statements)

References 17 publications

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“…Scientific models are defined as diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations that serve as tools for representing scientific ideas and explanations . Engaging students in modeling practices and model-based reasoning has been shown to support students’ development of conceptual understanding of phenomena − as well as support students’ linking aspects of the phenomena through cause–effect relationships . Similar to systems thinking frameworks, such as the systems thinking hierarchical model, the model-based explanations framework , suggests evaluating students’ models based on the inclusion of components, sequences, and explanations, which align to the components, interconnections, and purpose aspects related to systems thinking.…”

Section: Introductionmentioning

confidence: 99%

Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science

et al. 2021

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Rarely are scientific phenomena isolated to a single discipline such as biology, chemistry, physics, Earth science, or others. Rather, these phenomena span multiple disciplines and often require bringing together content and understandings from multiple disciplines to engage with or explain the target phenomena. This study uses a model-based explanations framework to explore high school students’ abilities to integrate science content from the disciplines of chemistry and Earth science within the context of generating models to explain a local phenomenonthe urban heat island effect. Students experienced a multiweek instructional unit as part of a larger integrated curriculum that brings together chemistry and Earth science content and features local phenomena to engage students in the scientific practice of modeling. Quantitative and qualitative findings from this study demonstrate students’ emerging proficiency with integrating science content, practices, and crosscutting concepts to explain a phenomenon. Students’ model-based explanations tended to include phenomenon-relevant components (e.g., physical features of the phenomenon) and sequences (e.g., cause–effect relationships), but tended to include relatively fewer explanatory mechanisms. Implications related to the utility of modeling as a practice-based venue for integrating content from diverse science disciplines are also discussed.

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Section: Introductionmentioning

confidence: 99%

Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science

et al. 2021

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“…Based on the well-documented success in physics and the emerging indicators of positive impact in chemistry (Cullen, 2015;Edwards and Head, 2016;Kimberlin and Yezierski, 2016), we hypothesize that Modeling Instruction is an effective way for students to understand and master content in high school chemistry. We also acknowledge that the implementation of emerging pedagogies is facilitated by practical examples of the approach and its impacts.…”

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confidence: 99%

Implementation of Modeling Instruction in a High School Chemistry Unit on Energy and States of Matter

Jenkins

Howard²

2019

SEI

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Interest in student-centered active learning pedagogies is widespread, but discipline-specific examples of implemented instructional approaches are needed to bridge the gap between pedagogical ideas and their enactment. One of these approaches, Modeling Instruction, is an active, student-centered approach wherein students learn through construction and application of conceptual particle models to understand, interpret, and predict observable phenomena. Here, we demonstrate implementation of Modeling Instruction to teach concepts from an Energy and States of Matter unit in high school chemistry. This preliminary study allowed us to begin to understand the connections between the method, student learning, and student attitudes. Analyses of pre-test, unit exam, and final exam questions provide qualitative support of the method's efficacy. For the two objectives examined here, over 60% of students demonstrated mastery by the end of a unit taught through Modeling Instruction. Semester-long improvements in exam scores suggest that Modeling Instruction facilitates content mastery and retention more effectively than traditional instruction. Finally, anecdotal evidence, particularly insights into student mindset, shows that Modeling Instruction positively impacts the ways students think about their own learning.

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“…To help their students fully understand models and modeling, instructors must not only teach students to use models to solve problems, but must also offer opportunities for students to create, evaluate, and revise models. One opportunity to support students' ideas engagement with models and modeling in chemistry is through use of modeling‐focused curricular resources that have been developed for undergraduate chemistry classes (Tien et al, ), and laboratory settings (Csizmar et al, ; Edwards & Head, ; Tien et al, ; Wolfson, Hall, & Branham, ). We believe that explicit discussions about epistemic ideas, for instance, what counts as a model, when accompanied with engagement in modeling practice, may support students' epistemic ideas about models and modeling.…”

Section: Discussionmentioning

confidence: 99%

Mapping undergraduate chemistry students' epistemic ideas about models and modeling

et al. 2019

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Developing and using scientific models is an important scientific practice for science students. Undergraduate chemistry curricula are often centered on established disciplinary models, and assessments typically provide students with opportunities to use these models to predict and explain chemical phenomena. However, traditional curricula generally provide few opportunities for students to consider the epistemic nature of models and the process of modeling. To gain a sense of how introductory chemistry students understand model changeability, model multiplicity, the evaluation of models, and the process of modeling, we use a construct‐mapping approach to characterize the sophistication of students' epistemic knowledge of models and modeling. We present a set of four related construct maps that we developed based on the work of other scholars and empirically validated in an undergraduate introductory chemistry setting. We use the construct maps to identify themes in students' responses to an open‐ended survey instrument, the models in chemistry survey, and discuss the implications for teaching.

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Introducing a Culture of Modeling To Enhance Conceptual Understanding in High School Chemistry Courses

Cited by 12 publications

References 17 publications

Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science

Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science

Implementation of Modeling Instruction in a High School Chemistry Unit on Energy and States of Matter

Mapping undergraduate chemistry students' epistemic ideas about models and modeling

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