Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity.

Autor/inn/en	Wade-Jaimes, Katherine; Demir, Kadir; Qureshi, Azhar
Titel	Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity.
Quelle	In: Science education, 102 (2018) 4, S. 711-743Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21444
Schlagwörter	Konzeptionelles Denken; Metakognitive Fähigkeit; Förderung; Naturwissenschaftliche Bildung; Elektrizitätslehre; Modellierung
Abstract	Modeling is considered an important scientific practice, and modeling instruction has the potential to support conceptual change in students in physics. However, when students are not taught how to think about modeling, and how to develop and use models, the learning potential of modeling may be limited. This paper argues that the use and explicit teaching of metacognitive tools like interactive questioning and individual reflection increase students' ability to use and make sense of models. We present a sequence of activities incorporating metacognitive tools with a variety of models (mental, physical, simulated, and mathematical) in a high school physics unit of electricity. Using data from classroom observations, individual student reflections, group-created posters, and classroom discussion, we found evidence to demonstrate the complicated nature of conceptual change, the importance of using a variety of different representations (models) of a phenomenon, and the critical role of the teacher in learning. Teachers need to be aware of this process and able to give students the time they need to fully explore and develop multiple models and support to think critically about models. Although many classrooms are limited in time, this process is necessary to move beyond rote memorization toward meaningful conceptual change.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3