Christina V. Schwarz

Engaging Elementary Students in Scientific Modeling: The MoDeLS Fifth-Grade Approach and Findings

We present our work engaging elementary students in scientific modeling from the Modeling Designs for Learning Science (MoDeLS) project. First, we outline the MoDeLS approach, discussing our conceptual and methodological frameworks. Second, we report our efforts, as part of the larger project, to facilitate fifth-grade students’ participation in a model-centered curriculum unit on evaporation and condensation. We discuss the model-centered instructional sequence (MIS) that we developed and incorporated into our fifth-grade modeling-centered curriculum unit on evaporation and condensation and how the unit was implemented. Finally, we present the empirical outcomes of our approach in two fifth-grade classrooms (N = 34), examining the effects of MIS components on students’ modeling practices. Our findings indicate three components of MIS—empirical investigations, computer simulations, and social interactions—affected students’ modeling practices to varying degrees. We conclude this chapter by discussing our findings and how MIS can be further developed as a pedagogical tool for modeling.

Alternative Approaches to Using Modeling and Simulation Tools for Teaching Science

Computer modeling and simulation software are transforming the way science and engineering are done. They make possible analytic and conceptual tools that allow scientists to employ new forms of analysis, engage in new kinds of thought experiments, and create new types of theories. In this chapter, we illustrate how such computer-based tools can also transform the practice of science education. We describe how modeling and simulation tools, such as those embodied in our ThinkerTools software, facilitate a variety of instructional approaches that attempt to realize the increasingly ambitious and varied goals being advocated for modern science education. These goals include engaging young students in authentic scientific inquiry in which they learn about the nature of scientific models and the processes of modeling. They also include enabling students to learn abstract and complex subject matter at increasingly younger ages.

Fostering Third-Grade Students’ Use of Scientific Models with the Water Cycle: Elementary teachers’ conceptions and practices

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.

Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention

ABSTRACT Scientific modelling is a key practice in which K-12 students should engage to begin developing robust conceptual understanding of natural systems, including water. However, little past research has explored primary students’ learning about groundwater, engagement in scientific modelling, and/or the ways in which teachers conceptualise and cultivate model-based science learning environments. We are engaged in a multi-year project designed to support 3rd-grade students’ formulation of model-based explanations (MBE) for hydrologic phenomenon, including groundwater, through curricular and instructional support. In this quasi-experimental comparative study of five 3rd-grade classrooms, we present findings from analysis of students’ MBE generated as part of experiencing a baseline curricular intervention (Year 1) and a modelling-enhanced curricular intervention (Year 2). Findings show that students experiencing the latter version of the unit made significant gains in both conceptual understanding and reasoning about groundwater, but that these gains varied by classroom. Overall, student gains from Year 1 to Year 2 were attributed to changes in two of the five classrooms in which students were provided additional instructional supports and scaffolds to enhance their MBE for groundwater. Within these two classrooms, the teachers enacted the Year 2 curriculum in unique ways that reflected their deeper understanding about the practices of modelling. Their enactments played a critical role in supporting students’ MBE about groundwater. Study findings contribute to research on scientific modelling in elementary science learning environments and have important implications for teachers and curriculum developers.

“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Scholarly calls to reform science education for all students emphasize scientific sense-making. Despite the importance of sense-making, few strategies exist to help novice teachers learn to notice and respond equitably to students’ scientific sense-making in elementary science. In this article, we report on a qualitative case study in which we investigated sense-making moments that occurred when novice teachers facilitated classroom discussions. Findings suggest that when novice teachers made space in class discussions for sense-making—for example, by trying different responses to clarify student ideas or waiting before responding to figure out next steps—this expanded opportunities for shared epistemic authority; however, novices did not often recognize these moments as productive for sense-making. Findings also suggest that novice teachers may benefit from support to help them develop their abilities to notice, interpret, and respond equitably to students’ scientific sense-making in class discussions.

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification.

This paper provides an analysis on how undergraduate students work together, justify their ideas, and make sense of key ideas during in-class scientific modeling activities in large-lecture classrooms.