Developing a Learning Progression for Scientific Modeling: Making Scientific Modeling Accessible and Meaningful for Learners

Autor/inn/en	Schwarz, Christina V.; Reiser, Brian J.; Davis, Elizabeth A.; Kenyon, Lisa; Acher, Andres; Fortus, David; Shwartz, Yael; Hug, Barbara; Krajcik, Joe
Titel	Developing a Learning Progression for Scientific Modeling: Making Scientific Modeling Accessible and Meaningful for Learners
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 6, S.632-654 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Scientific Literacy; Grade 6; Models; Science Instruction; Learning Motivation; Teaching Methods; Science Process Skills; Knowledge Level; Grade 5; Learning Processes; Elementary School Students; Middle School Students; Elementary School Science; Secondary School Science; Student Participation; Classroom Communication; Scientific Concepts + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; School year 05; 5. Schuljahr; Schuljahr 05; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch
Abstract	Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice (e.g., understanding the nature and purpose of models). Our learning progression for scientific modeling includes two dimensions that combine metaknowledge and elements of practice--"scientific models as tools for predicting and explaining", and "models change as understanding improves". We describe levels of progress along these two dimensions of our progression and illustrate them with classroom examples from 5th and 6th graders engaged in modeling. Our illustrations indicate that both groups of learners productively engaged in constructing and revising increasingly accurate models that included powerful explanatory mechanisms, and applied these models to make predictions for closely related phenomena. Furthermore, we show how students engaged in modeling practices move along levels of this progression. In particular, students moved from illustrative to explanatory models, and developed increasingly sophisticated views of the explanatory nature of models, shifting from models as correct or incorrect to models as encompassing explanations for multiple aspects of a target phenomenon. They also developed more nuanced reasons to revise models. Finally, we present challenges for learners in modeling practices--such as understanding how constructing a model can aid their own sensemaking, and seeing model building as a way to generate new knowledge rather than represent what they have already learned. (Contains 4 tables and 7 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10