Fostering Third-Grade Students' Use of Scientific Models with the Water Cycle: Elementary Teachers' Conceptions and Practices

Autor/inn/en	Vo, Tina; Forbes, Cory T.; Zangori, Laura; Schwarz, Christina V.
Titel	Fostering Third-Grade Students' Use of Scientific Models with the Water Cycle: Elementary Teachers' Conceptions and Practices
Quelle	In: International Journal of Science Education, 37 (2015) 15, S.2411-2432 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1080880
Schlagwörter	Elementary School Science; Elementary School Teachers; Elementary School Students; Grade 3; Science Instruction; Science Process Skills; Water; Models; Case Studies; Science Teachers; Educational Practices; Teaching Methods; Epistemology; Observation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wasser; Analogiemodell; Case study; Fallstudie; Case Study; Science; Science teacher; Wissenschaft; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Beobachtung
Abstract	Elementary teachers play a crucial role in supporting and scaffolding students' model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers' learning to foster model-centered, science learning environments. To address this need, we conducted an exploratory multiple-case study using qualitative research methods to investigate six 3rd-grade teachers' pedagogical reasoning and classroom instruction around modeling practices ("construct," "use," "evaluate", and "revise") and epistemic considerations of scientific modeling ("generality/abstraction," "evidence," "mechanism", and "audience"). Study findings show that all teachers emphasized a subset of modeling practices--"construction" and "use"--and the epistemic consideration of "generality/abstraction". There was observable consistency between teachers' articulated conceptions of scientific modeling and their classroom practices. Results also show a subset of the teachers more strongly emphasized additional epistemic considerations and, as a result, better supported students to use models as sense-making tools as well as representations. These findings provide important evidence for developing elementary teacher supports to scaffold students' engagement in scientific modeling. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01