Understanding Co-development of Conceptual and Epistemic Understanding through Modeling Practices with Mobile Internet

Abstract

The present study explores how engaging in modeling practice, along with argumentation, leverages students' epistemic and conceptual understanding in an afterschool science/math class of 16 tenth graders. The study also explores how students used mobile Internet phones (smart phones) productively to support modeling practices. As the modeling practices became more challenging, student discussion occurred more often, from what to model to providing explanations for the phenomenon. Students came to argue about evidence that supported their model and how the model could explain target and related phenomena. This finding adds to the literature that modeling practice can help students improve conceptual understanding of subject knowledge as well as epistemic understanding.

One‐to‐one mobile technology in high school physics classrooms: Understanding its use and outcome

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Teaching complexity in biology through agent-based simulations: the relationship between students’ knowledge of complex systems and metamodeling knowledge

“…The use of the agent-based modeling simulation StarLogo Nova allows for three different representations of the complex system being modeled: first, a visual representation of the interactions of the complex system model; second, mathematical representations of specific outputs over time; and, finally, the blocks-based code representation used to build the model (see Figure 1). It has been shown that multiple representations of the same system can support students' understanding of the system (Jacobson et al, 2011;Ryu et al, 2015;Hmelo-Silver et al, 2017).…”

Impact of Blended Immersive Virtual World and Programming Curriculum on Student Perspectives About Scientific Modeling

“…Integrating modeling into the elementary science curriculum offers the potential to meet important 21 st century learning goals, including understanding causal relationships in complex systems and infusing computational thinking into disciplinary contexts. These learning objectives have received attention in middle school and high school curricula (Ryu, Han, & Paik, 2015;Vattam et al, 2011), but few examples exist in elementary grades science instruction (Schwarz et al, 2007). Research has revealed that even young students can demonstrate sophisticated reasoning and understandings related to complex causal patterns and features (Gopnik et al, 2004;Grotzer & Basca, 2003;Grotzer & Solis, 2015), and can engage in computer programming activities (Gregg et al, 2012).…”