Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter

Abstract

ABSTRACT:Helping students understand the general nature of scientific models is increasingly regarded as an important goal of the middle and high school science curriculum (e.g., J. K. Gilbert & C. Boutler, 1998. International Handbook of Science Education; Kluwer, London; A. G. Harrison & D. F. Treagust, 2000. Science Education, 352 -381). In addition, beginning in middle school, students are introduced to one of the most central models in modern science-the particulate model of matter. Thus, teaching students about this model is an ideal opportunity to help students develop an understanding of the nature of models in the context of learning a central scientific concept-the discontinuity of matter. In this article, we present a software tool that was designed for this purpose. The software engages students with investigating and evaluating competing models of matter in order to help them see the particulate model as a plausible model that can explain a wide range of facts about diverse phenomena. The first and second parts of the paper describe the scientific content of the particulate model and the main ideas about scientific models that we would like to teach, as well as the educational challenges of teaching these ideas to middle school students. The third part describes the structure of the software and the three phenomena we chose to have students explore. These are all phenomena that should be puzzling to students if they assume that matter is continuous, but that can be easily explained if they assume that matter consists of discrete particles. The paper concludes with a description of two studies evaluating the effectiveness of the software in promoting students' understanding of models LINKING PHENOMENA WITH COMPETING UNDERLYING MODELS 795in general and the particulate model of matter in particular. We found that middle schoolers can engage with fundamental ideas about the nature of models, and that engaging them with these ideas helps them internalize the assumptions of the particulate model of matter. This happened especially for students who had developed relevant macroscopic conceptions of matter based upon quantified and interrelated conceptions of volume, weight, and density.

Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

“…The results of this research related to that "supporting the education with models provides higher academic achievement" are consistent with the results of the research (Adadan, 2014b;Ardac & Akaygun, 2004;Liu, 2006;MacKinnon, 2003;Merritt et al, 2007;Saari & Viiri, 2003;Schwartz & White, 2005;Snir et al, 2003). The results of performed researches show that using models in teaching of general chemistry subjects, especially in teaching of electrochemistry subjects, help to revive events that occur at the micro level in electrochemical cell and is effective in removing misconceptions (Ealy, 2004;Huddle et al, 2000;Liu, 2006).…”

Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

“…Building on prior work on epistemologies and the nature of science (Carey & Smith, 1993), and student learning about modeling (Grosslight, Unger, Jay, & Smith, 1991;Snir, Smith, & Raz, 2003;Spitulnik, Krajcik, & Soloway, 1999;Stewart et al, 2005), we have operationalized the practice of modeling to include four elements that we target:…”

“…Similarly, it would be of little practical use for students to learn abstract decontextualized understandings about science, where they could describe the nature or purpose of models, without being able to use these understandings in guiding their development and use of models. Therefore, our learning progression specifies the aspects of metaknowledge that influence the elements of the practice, and we attempt to support and analyze growth in the interaction of metaknowledge and these elements of practice.Building on prior work on epistemologies and the nature of science (Carey & Smith, 1993), and student learning about modeling (Grosslight, Unger, Jay, & Smith, 1991;Snir, Smith, & Raz, 2003;Spitulnik, Krajcik, & Soloway, 1999;Stewart et al, 2005), we have operationalized the practice of modeling to include four elements that we target:Students construct models consistent with prior evidence and theories to illustrate, explain, or predict phenomena. Students use models to illustrate, explain, and predict phenomena.…”

Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education

“…Snir et al (2003) defend the idea that the notion of model should be applied in this way, so that students know what it is and how it is used in science, as by "doing so we are letting students take part in the process of scientific developments the way scientist do, even though it is in a structured and limited environment designed by us specifically for these purposes" (Snir et al 2003, p. 803). We consider that the same should apply to the case of simulations.…”