Large Scale Scientific Modeling Practices That Can Organize Science Instruction at the Unit and Lesson Levels

Abstract

Science educators today still struggle with finding better ways to help students develop strong conceptual understandings as opposed to memorizing isolated facts. Recently there has been increased attention on learning explanatory models as a key to conceptual understanding. Science educators also struggle with how to teach students scientific thinking practices, and sometimes this goal is seen as being in competition with content goals for conceptual understanding. In this study we ask whether whole class discussion can contribute to both of these goals at the same time and whether there are ways that a teacher can support this. We describe the results of a case study of an experienced teacher leading modeling discussions in a series of three middle school life sciences classes. A qualitative microanalysis of the videotaped whole class discussions led to the identification of a variety of modeling processes operating across the lessons at two different time scale levels. These include model competition, in which students compare and evaluate their models, and model evolution, in which the models go through stepwise evaluation and improvement. The latter process involves a smaller time scale pattern of model generation, evaluation, and modification cycles. All of these processes are similar to those found in recent studies of practices of expert scientists. Implications from the case study suggest that: (1) A teacher need not be limited to the two opposing interaction styles of Open Discussion vs. Authoritative lecture. Rather, there are there intermediate discussion styles between these that involve co-construction and cognitive scaffolding;(2) It is possible to start from student-generated models that conflict with the target model in a number of ways, and still arrive at the target model for the lesson through discussion. Processes of model competition and disconfirmation, as well as model evolution, both supported by the teacher's cognitive scaffolding, were central in this accomplishment; (3) In doing so, it is possible for a teacher to foster student modeling practices, as a type of scientific thinking, at the same time that they are teaching science content, by scaffolding the two levels of model construction processes identified.

Thinking in Terms of Change over Time: Opportunities and Challenges of Using System Dynamics Models

“…Previous work (Shin et al, 2022) has further delineated how ST aspects align with modeling practices. This description is congruent with the literature on modeling practices, including the construction, evaluation, revision, and use of a model (Martinez-Moyano & Richardson, 2013;Nunez-Oviedo & Clement, 2019;Schwarz et al, 2009;Sins et al, 2009). It is important to emphasize that the modeling process is dynamic and iterative as students go back and forth between the practices (Pierson et al, 2017;Schwarz et al, 2009).…”

Sistemas de Respuesta Inmediata combinada con ciclos de Generación, Evaluación y Modificación en Química General

“…La Teoría MOMENT (Clement, 2022;Nunez-Oviedo y Clement, 2019) se basa en un ciclo didáctico de cinco etapas (Figura 1) que permite realizar una co-construcción del conocimiento (Nunez-Oviedo, 2004; Williams y Clement, 2017) entre docente y estudiantes; este actúa como un guía en la evolución de las ideas de estos, ayudándoles a asir el contenido sin tener que entregárselo.…”

“…Además, es necesaria una ampliación de la muestra intervenida. Es por esto por lo que se espera que la Teoría MOMENT (Nunez-Oviedo y Clement, 2019;Clement, 2022) proporcione un marco teórico para el perfeccionamiento de esta investigación a futuro.…”

“…En este estudio acotado se presenta una primera aproximación para lograr esa amalgama. El SRI utilizado fue Forms © , mientras que la didáctica se basó en la Teoría de la Enseñanza y Aprendizaje de las Ciencias basada en la Revisión y Construcción de Modelos Mentales, MOMENT (Clement, 2022;Nunez-Oviedo y Clement, 2019) la cual se describe a continuación.…”

Multiple Levels of Heuristic Reasoning Processes in Scientific Model Construction

“…An implication is that work on frameworks may inform socio-cognitive approaches that are badly needed to teach scientific thinking skills (e.g. Osborne et al, 2004 ; Schwarz et al, 2009 ; Wiser and Smith, 2009 ; Windschitl et al, 2012 ; Lattery, 2016 ; Bielik et al, 2021 ), including grounded ( Stephens and Clement, 2010 ; Newcombe, 2013 ; Price et al, 2017 ; Alibali and Nathan, 2018 ; Ramey et al, 2020 ; Mathayas et al, 2021 ) and hierarchical approaches ( Schoenfeld, 1998 ; Williams and Clement, 2015 ; Nunez-Oviedo and Clement, 2019 ).…”