Scaffolding learning by modelling: The effects of partially worked‐out models

Abstract

Creating executable computer models is a potentially powerful approach to science learning. Learning by modelling is also challenging because students can easily get overwhelmed by the inherent complexities of the task. This study investigated whether offering partially worked-out models can facilitate students' modelling practices and promote learning. Partially worked-out models were expected to aid model construction by revealing the overall structure of the model, and thus enabling student to create better models and learn from the experience. This assumption was tested in high school biology classes where students modelled the human glucose-insulin regulatory system. Students either received support in the form of a partial model that outlined the basic structure of the glucose-insulin system (PM condition; n ¼ 26), an extended partial model that also contained a set of variables students could use to complete the model (PMþ condition; n ¼ 21), or no support (control condition; n ¼ 23). Results showed a significant knowledge increase from pretest to posttest in all conditions. Consistent with expectations, knowledge gains were higher in the two partial model conditions than in the control condition. Students in both partial model conditions also ran their model more often to check its accuracy, and eventually built better models than students from the control condition. Comparison between the PM and PMþ conditions showed that more extensive support further increased knowledge acquisition, model quality, and model testing activities. Based on these findings, it was concluded that partial solutions can support learning by modelling, and that offering both a structure of a model and a list of variables yields the best results. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 502-523, 2016 Keywords: learning by modelling; completion problems; worked-out examples Dutch summary (Nederlandse samenvatting): Modelleren is een veelbelovende manier voor het leren van natuurwetenschappelijke principes en verschijnselen. Leren door te modelleren is echter niet eenvoudig: het maken van een werkend computermodel blijkt voor veel leerlingen een struikelblok te zijn. Het aanbieden van een gedeeltelijk uitgewerkt model zou deze problemen kunnen doen verminderen. In een gedeeltelijk uitgewerkt model wordt de algemene modelstructuur gegeven, wat de leerlingen kan helpen om een beter model te maken en de inhoud ervan beter te begrijpen. Deze hypotheses zijn onderzocht tijdens een biologiepracticum waarin leerlingen uit de bovenbouw van het VWO een computermodel van het glucoseinsuline regulatieproces moesten maken. Een deel van de leerlingen had hierbij de beschikking over een gedeeltelijk uitgewerkt model (PM conditie; n ¼ 26). De tweede groep kreeg hetzelfde uitgewerkte model plus een lijst met variabelen die zij aan het model konden toevoegen (PMþ conditie; n ¼ 21), terwijl de

Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences

“…For example, in the papers examining model-based learning, the DBER paper (Reinagel and Speth, 2016) spends significant time in the introduction discussing pedagogical challenges associated with molecular genetics and in the methods section, very specific details are included about the course context and method of instruction as an active learner-centered pedagogy. This is in contrast to the learning sciences article (Mulder et al ., 2016), which includes few details about instruction or pedagogical challenges in life sciences education, other than what is necessary to set the context for the study. In their introduction, Mulder et al .…”

“…The DBER paper (Reinagel and Speth, 2016) examines models related to the central dogma produced by students during class exams. The learning sciences paper (Mulder et al ., 2016) examines the utility of partially completed models for supporting student learning in a unit exploring the glucose–insulin regulatory system. The second pair of papers investigates the relationship between concept mapping and quality of writing (DBER; Dowd et al ., 2015) and a specific type of concept map, the knowledge integration map, as an output of student understanding of principles of evolution (learning sciences; Schwendimann and Linn, 2016).…”

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

“…Out of the 14 articles published at Journal of Research in Science Teaching (top journal in the field), 2 studies used video games (Israel et al, ; Sadler et al, ), 10 integrated simulations (Bell & Trundle, ; Chao et al, ; Chen et al, ; Gerard, Spitulnik, & Linn, 2010; Hmelo‐Silver et al, ; Jaakkola et al, ; Mulder, Bollen, de Jong, & Lazonder, ; Plass et al, ; Quellmalz, Timms, Silberglitt, & Buckley, ; Scalise & Clarke‐Midura, ), and 2 used interactive dynamic visualizations (Ryoo & Bedell, ; Ryoo & Linn, ). The video games targeted topics such as cell anatomy and functions, genes and inheritance (Israel et al, ), and one was in the form of a virtual biotechnology lab (Sadler et al, ).…”

“…Moreover, simulations included tools such as PlateTechtonics interactive simulation model of convection currents and plate movements (Gerard et al, 2010) and Energy3D, a simulated environment for designing, analyzing, and constructing green buildings utilizing renewable energy (Chao et al, ). One study (Mulder et al, ) employed a simulation modeling environment where students constructed glucose‐insulin models using worked‐out examples and saw results. Dynamic visualizations were both based on Web‐based Inquiry Science Environment (WISE) (http://wise.berkeley.edu) on topics such as photosynthesis (Ryoo & Linn, ).…”

Influencia de distintas estrategias de andamiaje para promover la participación del alumnado de secundaria en las prácticas científicas

“…En la literatura existen trabajos que examinan las estrategias utilizadas por el profesorado para promover la participación del alumnado en estas prácticas, por ejemplo en la argumentación (Christodolou, 2011;McNeill y Krajcik, 2009), la modelización (Chan y Chan, 2013;Mulder et al, 2016) o en la resolución de problemas e indagación (Belland, Burdo y Gu, 2015;Van der Valk y De Jong, 2009). En el contexto de laboratorio existen estudios que examinan la naturaleza del andamiaje proporcionado por el profesorado para resolver una tarea de laboratorio (Crujeiras Pérez y Jiménez Aleixandre, 2015; Reigosa y Jiménez Aleixandre, 2007; Putambekar y Kolodner, 2005), pero no analizan la influencia de estrategias concretas en la participación del alumnado en las prácticas científicas.…”