TY - JOUR
T1 - Developing a learning progression for scientific modeling
T2 - Making scientific modeling accessible and meaningful for learners
AU - Schwarz, Christina V.
AU - Reiser, Brian J.
AU - Davis, Elizabeth A.
AU - Kenyon, Lisa
AU - Achér, Andres
AU - Fortus, David
AU - Shwartz, Yael
AU - Hug, Barbara
AU - Krajcik, Joe
PY - 2009/8
Y1 - 2009/8
N2 - 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 scientfic 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 5 th and 6 th 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.
AB - 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 scientfic 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 5 th and 6 th 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.
KW - Learning progression
KW - Scientific modeling
KW - Scientific practice
KW - Student learning
UR - http://www.scopus.com/inward/record.url?scp=68149183923&partnerID=8YFLogxK
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U2 - 10.1002/tea.20311
DO - 10.1002/tea.20311
M3 - Article
AN - SCOPUS:68149183923
SN - 0022-4308
VL - 46
SP - 632
EP - 654
JO - Journal of Research in Science Teaching
JF - Journal of Research in Science Teaching
IS - 6
ER -