Population Growth Modelling Simulations: Do They Affect the Scientific Reasoning Abilities of Students?

Malone, Kathy; Schuchardt, Anita

doi:10.1007/978-3-030-58459-7_14

Cited by 4 publications

(3 citation statements)

References 47 publications

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“…They then collected data on two paramecium species using physical and computer simulations. Additional details about the units can be found at Cameron et al (2023), Malone and Schuchardt (2020) and Malone et al (2019). These real contexts engaged the students in science as well as the control of variables and other science reasoning skills.…”

Section: Methodsmentioning

confidence: 99%

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Malone

2023

Science Education

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The use of scientific modeling has been shown to be highly effective in the learning of science content in multiple disciplines for non‐English Learners (EL). However, the benefits of using this pedagogy with ELs have not been heavily explored. This article discusses the use of modeling‐based evolution and population ecology pedagogical units in a sheltered biology high school class for ELs. A sheltered EL class is one where only ELs are enrolled and they learn both language and science concurrently. This article specifies the at the scaffolding used to adjust the pedagogy for this unique set of students. The effectiveness of this method was assessed using a convergent mixed method case study design. Data was collected using assessments in content, scientific reasoning and attitudes towards science (i.e., self‐efficacy, fascination, and valuation of science) as well as teacher interviews, and classroom observations. The cases were an EL modeling‐based sheltered biology class, and two non‐EL inquiry‐based biology classes, all at the upper secondary level. The EL modeling cohort achieved posttest comparison content scores that were not significantly different from the non‐EL cohort and significantly higher posttest scientific reasoning scores. The effect sizes in both of these cases were much larger for the EL cohort. The affective assessments demonstrated intriguing results with the EL cohort having a greater fascination with science than the non‐EL cohort but a decline in self‐efficacy. Both cohorts valued science to the same extent. This methodology holds promise in helping to decrease the science gap between ELs and non‐ELs taught with inquiry‐based pedagogies.

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Section: Methodsmentioning

confidence: 99%

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Malone

2023

Science Education

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“…Besides face-to-face learning, scientific reasoning skills can be trained through online science learning. In this case, the use of technology and digital tools are combined with inquiry instruction to train students' scientific reasoning skills, e.g., the use of the mobilebased application "La Bird" to identify bird species in Ornithology courses through a series of investigations (Diwanata et al, 2021), computer simulation-based spreadsheet modeling on the topic of population growth (Malone & Schuchardt, 2020) and gamebased learning to solve the mystery of the emergence of mysterious diseases in microbiology courses (Taub et al, 2020). This shows that integrating technology during scientific investigations can also train scientific reasoning.…”

Section: Learning Activities To Promote Students' Scientific Reasonin...mentioning

confidence: 99%

Determining Learning Activities to Promote Scientific Reasoning in Science Learning: A Literature Review

Suaidah

Susantini

Hariyono

2023

IJORER Int. J. Recent Educ. Res.

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Objective: The objective of this study is to analyze learning activities in science learning that can promote scientific reasoning skills and provide the best way to teach it. Method: The method used is a literature review analyzing 20 articles indexed by the Scopus database from 2017 – 2022. There are 200 articles about teaching scientific reasoning in the Scopus database, and 20 articles that focused on science learning were selected. The 20 articles then analyzed the domain of scientific reasoning and learning activities to train it. Results: The results showed that science learning interventions in practicing scientific reasoning can be carried out starting from secondary to higher education levels. The learning interventions can be designed in face-to-face learning by integrating social science phenomena/cases, conducting guided investigations assisted by modules, and implementing argument-based learning or online learning using mobile apps/online simulations. There is a tendency that investigative activities are the most widely used intervention to promote scientific reasoning skills in science learning. Novelty: This study can provide an overview of science learning activities that promote scientific reasoning so that teachers can design the most appropriate learning activities to train students' scientific reasoning.

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“…Studies have shown that the use of science models and modelling has produced conceptual gains across multiple science disciplines secondary science disciplines such as physics (Dori & Kaberman, 2012;Eymur & Capps, 2022;Hestenes et al, 1992;Jackson et al, 2008;Liang et al, 2012;Malone & Schuchardt, 2020;Schuchardt & Schunn, 2016). In addition, modelling-based instruction has also helped students achieve gains in problem solving and metacognitive skills, the usage of multiple representations in scientific reasoning skill and model-based reasoning abilities (Heijnes et al, 2018;Miller & Kastens, 2017;Passmore & Stewart, 2002;Rost & Knuuttila, 2022;Schuchardt & Schunn, 2016;Schuchardt et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Turkish and American science teachers’ perceptions about science models and modelling

Malone

Özkan

2023

Eurasian Journal of Science and Environmental Education

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The need for authentic practices such as science modelling in school science has been shown through international assessment scores. Numbers of studies have shown the efficacy of the use of modelling on students’ conceptual knowledge and reasoning abilities. However, the international assessment scores have not risen greatly in most countries. Thus, the question becomes are students being taught modelling practices in schools. Research implies that teachers, both pre- and in-service, may lack the expertise to guide students in the usage of models and modelling. This study compares the perceptions of models and modelling in two countries, the US and Turkey, using a qualitative interview research design to determine what differences exist between teachers’ perceptions in these two countries since the US scores higher than Turkey on international assessments. The results show that there are few differences in teachers’ perceptions of models and modelling between these two countries. The paper concludes with suggestions that are pertinent to science educators in terms of training needs for both pre- and in-service science teachers.

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Population Growth Modelling Simulations: Do They Affect the Scientific Reasoning Abilities of Students?

Cited by 4 publications

References 47 publications

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Determining Learning Activities to Promote Scientific Reasoning in Science Learning: A Literature Review

Turkish and American science teachers’ perceptions about science models and modelling

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