How does validating activity contribute to the modeling process?

Czocher, Jennifer A.

doi:10.1007/s10649-018-9833-4

Cited by 48 publications

(28 citation statements)

References 34 publications

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“…The second is that the modelling process was completed by sufficiently verifying the result because of the real validity. According to this, results of this study were consistent with the study results by Czocher (2018) in terms of need to be tested the validity of the real model, mathematical model, mathematical results and the real results. While Czocher (2018) emphasizes that validity should be discussed during each of the modeling stages, the current study shows how the validity should be tested in terms of both mathematical and real life.…”

Section: R8supporting

confidence: 88%

“…According to this, results of this study were consistent with the study results by Czocher (2018) in terms of need to be tested the validity of the real model, mathematical model, mathematical results and the real results. While Czocher (2018) emphasizes that validity should be discussed during each of the modeling stages, the current study shows how the validity should be tested in terms of both mathematical and real life. Furthermore, in the present study it was also determined that not only validity but also generalizability and consistency should be tested.…”

Section: R8supporting

confidence: 88%

“…Although these designed learning approaches generally enable the students to develop modelling competencies, the effect of approaches on the development of competencies like verification, testing models' validity, revising the model, and developing the model remained quite low (Grünewald, 2012;Guc, 2015;Gurel, 2018). Czocher (2018) emphasizes that validity should be discussed during each of the modeling stages. Therefore, the validity is closely related to each of the other modeling stages.…”

Section: Introductionmentioning

confidence: 99%

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The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models

Gürel

Bekdemir

2022

PEDAGOGICAL RES

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The aim of this study is to investigate the types of teacher and peer interventions to test the validity of modelling along with the modelers' reactions to these interventions. A teaching experiment was employed in the study. Forty-five pre-service secondary school mathematics teachers participated in the research. As a data collection tool, a worksheet was prepared by taking the monthly average temperature values of the last five years from the Meteorology Directorate of the province in which the study was conducted. At the end of the mathematical modelling process, teacher and peer interventions were carried out. The types of teacher and peer interventions were categorized. The reasons for intervening in the modelling process by both the teacher and peers were insufficient explanations and student error. In addition, the teacher intervened to advance the process. The teacher intervened for diagnosis, advice and feedback, and the peers intervened for diagnosis and feedback in this process. While teacher intervention occurred at the stage of mathematical model and results, peer intervention occurred at the stage of testing the real model and result. The participants returned to revise their real model, mathematical model and results. In the modeling process, while peer support may be sufficient to test the validity of the real model and real results, teacher support is required to test the validity of the mathematical model and its results.

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Section: R8supporting

confidence: 88%

Section: R8supporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

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The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models

Gürel

Bekdemir

2022

PEDAGOGICAL RES

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“…Our review of the literature reveals numerous articles highlighting the potential of FPs to introduce and engage students in creating models that describe phenomena or situations specific to science (Cordry 2010;Efthimiou and Llewellyn 2006;Robinson 2008), engineering (Shakerin 2006), or economics (Anderson and Sherman 2010). We have also shown that the literature on FPs promotes problem-solving competencies in contextualized situations in the teaching and learning of mathematics Gorgorió 2014, 2018;Ärlebäck 2009;Czocher 2016Czocher , 2018Ferrando et al 2017;Gallart et al 2017;Keune and Henning 2003;Peter-Koop 2009). All these studies have in common that they confront students with accessible realistic situations and require an analysis using the Fermi method as a first attempt to create a model, allowing the students to develop their methods and solutions by discussing these among themselves.…”

Section: Fps As Integrators Between Stem Disciplinesmentioning

confidence: 75%

“…Lastly, Czocher (2016) used FPs with engineering students and confirmed that the modeling processes needed to solve a FP are complex even for these students, requiring them to regulate their modeling processes by monitoring how their immediate goals or subgoals are related to the problem statement. In a follow-up study, Czocher (2018) showed that college students do not construct their models independently of validation, but that validating is an integral part of the model construction process.…”

Section: Modelingmentioning

confidence: 99%

The use and potential of Fermi problems in the STEM disciplines to support the development of twenty-first century competencies

Ärlebäck

Albarracín

2019

ZDM Mathematics Education

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This paper presents the results of a literature review focusing on the use and potential of Fermi problems (FPs) in the STEM disciplines. We identify different usages and roles given to FPs in each of the STEM disciplines and highlight their potential to promote modeling of real phenomena and situations as well as learning about the estimation of quantities. Modeling is found to be at the heart of integrating the different STEM disciplines and estimation is a key facilitator that enables students to tackle complex situations and content in all disciplines. The results of the review are discussed in terms of the potential and possibilities of FPs to support the development of twenty-first century competencies in the STEM disciplines.

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The use of engineering model‐building activities to elicit computational thinking: A design‐based research study

Lyon

Magana

2021

J of Engineering Edu

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Background Computation and computational thinking are of great interest to both engineering research and teaching communities. Effective learning environments are needed to incorporate computational thinking within the engineering disciplines. Design‐based research is uniquely positioned to address this need for designing effective learning environments. Purpose This design‐based research study characterizes the different ways in which students used computational thinking when building computational models. The design of the model‐building activities was grounded in productive failure and model‐eliciting activities. Design The design‐based research study implemented the computational modeling activities within an engineering capstone course. The research question was: What types of computational thinking outcomes emerge when engineering students build computational models? Thematic analysis was applied to individual student artifacts to identify key computational thinking outcomes that were elicited as a result of the intervention. Results Throughout the building of the model, students demonstrated the use of computational thinking outcomes, mainly abstraction, algorithmic thinking, evaluation, generalization, and decomposition. However, the diversity and density of use for each outcome were different and unique. Conclusions This study shows how building computational models, when guided by current educational theories, can allow for students to practice the use of computational thinking and for educators to incorporate these key practices into their engineering classrooms.

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How does validating activity contribute to the modeling process?

Cited by 48 publications

References 34 publications

The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models

The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models

The use and potential of Fermi problems in the STEM disciplines to support the development of twenty-first century competencies

The use of engineering model‐building activities to elicit computational thinking: A design‐based research study

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