Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning

Abstract

Developing understanding of models and proficiency with modeling practice is challenging for both teachers and students. This 2‐year study first investigated existing instructional strategies employed by teachers while teaching Earth and Space Science with dynamic physical models. Summer professional development introduced a conceptual framework, based on analogical reasoning, to help students strengthen and deepen the connections they make between a model and its real‐world referent. The framework draws explicit attention to correspondences and non‐correspondences between model and referent, an often overlooked component of modeling practice which underpins the ability to evaluate and thus improve a model. Teachers were guided to reflect on their own instructional use of models and to plan for integrating specific instructional strategies around models into their Year 2 practice. Classroom observation data reveal that from Years 1 to 2, teachers shifted from a more didactic approach in which they used physical models primarily as tools for demonstration toward more student engagement with models as problem‐solving tools. On an assessment measuring their students' ability to reason with and about models, pre‐post learning gains were higher in Year 2 than Year 1 across students at all ability levels. Together, these findings present evidence that teachers can learn to guide their students toward using physical models in ways that approximate key aspects of how scientists use runnable models, as envisioned by the Developing and Using Models practice of the Next Generation Science Standards.

Models are a “metaphor in your brain”: How potential and preservice teachers understand the science and engineering practice of modeling

“…The teachers also rarely made individual students’ models public to the class, discussed the explanatory power of models, or expanded on specific relationships within models. Similarly, Miller and Kastens () found that the two teachers in their study initially used models didactically, as tools for demonstration, but after targeted professional development were able to engage students with models as problem‐solving tools.…”

Modeling Teaching in Study of Galvanic Cells: Upper-Secondary School Context

“…The simple term "model" contains many meanings (Miller & Kastens, 2018), and Gilbert et al 's classification of a model according to its ontology can help us understand the meaning of models (Gilbert et al, 2000). Mental models are cognitive representations of individuals.…”

“…Mental models, expression models and consensus models play key roles in guiding and disseminating scientific and technological achievements (Gilbert, 2004;Koponen, 2007;Oh & Oh, 2011). After simplification or processing, they become curriculum models, mixed models and teaching models used by teachers in the classroom, which play an important role in science teaching and learning (Cheng & Brown, 2015;Clement, 1989;Clement, 2008;Coll et al, 2005;Miller & Kastens, 2018).…”

“…The process of students' participation in modeling activities should be consistent with the modeling practices of scientists (Fretz et al, 2002;Hestenes, 1995;Miller & Kastens, 2018). Therefore, some researchers have constructed the process of modeling teaching based on the understanding of modeling elements, but they have not paid much attention to the forming process of students' individual mental models (Brewe, 2008;Halloun, 1996;Wells et al, 1995).…”

Developing of Experimental Competence of Laos pupils in Secondary School Science Classroom

“…Van Driel et al observed in their research study that the prior efforts towards improving teachers' practical knowledge failed because it did not take into account the teachers' existing knowledge, beliefs and attitudes (Van Driel, Beijaard, & Verloop, 2001). According to Woolnough, practical work is not finding due emphasis in the schools in developing countries (Miller & Kastens, 2018). This status quo is still a current situation of science education in Laos and some other ASEAN countries.…”