Scaffolding Middle School and High School Students’ Modeling Processes

Cheng, Meng-Fei; Lin, Jang Long; Lin, Shih‐Yin; Cheng, Chi Ho

doi:10.33225/jbse/17.16.207

Cited by 7 publications

(2 citation statements)

References 43 publications

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“…Therefore, they struggle to engage in modeling as an epistemic practice where their initial ideas and observed evidence are iteratively built into a mechanistic model. The student models often lack the representation of abstract components and the connections between ideas to show a coherent explanation [16,47]. We propose that an in-depth analysis of student-developed models can provide insight into why teachers and students continue to struggle with attending to the epistemic aspects of modeling in science classrooms.…”

Section: Modeling As An Epistemic Practice Of Science and In Science ...mentioning

confidence: 99%

Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters

et al. 2023

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Engaging students in epistemic and conceptual aspects of modeling practices is crucial for phenomena-based learning in science classrooms. However, many students and teachers still struggle to actualize the reformed vision of the modeling practice in their classrooms. Through a discourse analysis of 150 students’ explanatory models (as social semiotic spaces) from 14 classes, we propose a qualitative framework that investigates conceptual coherence and epistemic discourses to achieve a gapless explanation of scientific phenomena. Our framework draws attention to four critical components of students’ explanatory models: (a) key ideas based on evidence, (b) the discourse modalities of how evidence is presented, (c) scientific representations from the cultures of scientific disciplines, (d) systems thinking approaches directly and indirectly related to oceans and marine ecosystems. Our results indicate that students struggled to construct cohesive explanatory models that communicated all key ideas and the relationships among them, with the majority of student-developed models in our study categorized as ‘insufficiently’ cohesive (lacking key ideas and the relationships among them), and only a small percentage of the models considered ‘extensively’ cohesive (all key ideas attended to, as well as the relationships among them).

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Section: Modeling As An Epistemic Practice Of Science and In Science ...mentioning

confidence: 99%

Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters

et al. 2023

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“…Several scientific modeling-based strategies reported in the literature have involved students in the interactive modeling processes [35][36][37][38][39]. This chapter adopted the GEM (Generate, Evaluate, and Modify) approach [28], designed to develop students' scientific understanding of chemistry through scientific modeling.…”

Section: Gem Scientific Modelsmentioning

confidence: 99%

Integrating Analogy into Scientific Modeling for Students’ Active Learning in Chemistry Education

Xue¹,

Sun²

2022

Education and Human Development

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Although active learning places more responsibility and emphasizes the learners themselves, as compared to the traditional learning approach, teaching guidance is still essential in the active learning environment. In most chemistry classes, students are provided with limited opportunities to explore the atomic structures at the sub-microscopic level or participate in learning activities. To address these issues, an effective teaching approach enabling students’ active learning called “Analogy integrated Scientific Modeling” (AiSM) has been proposed with the aim of facilitating students’ learning of abstract chemistry concepts. This chapter introduces how AiSM approach is integrated into chemistry class and promotes students to understand the atomic structure. The chapter starts with a theoretical background, which consists of analogy in teaching the atomic structure, the scientific modeling, and the AiSM approach. Subsequently, two lesson exemplars illustrate how the analogy and the scientific modeling can get integrated into a chemistry class. Last, the initial results of a pilot study are discussed to demonstrate the effects and benefits of the AiSM approach on promoting students’ active learning in chemistry classes.

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Investigating the Relationship Between Views of Scientific Models and Modeling Practice

Cheng

Lin

2019

Res Sci Educ

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Scaffolding Middle School and High School Students’ Modeling Processes

Cited by 7 publications

References 43 publications

Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters

Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters

Integrating Analogy into Scientific Modeling for Students’ Active Learning in Chemistry Education

Investigating the Relationship Between Views of Scientific Models and Modeling Practice

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