Talking modelling: examining secondary science teachers’ modelling-related talk during a model-based inquiry unit

Gray, Ron; Rogan‐Klyve, Allyson

doi:10.1080/09500693.2018.1479547

Cited by 14 publications

(19 citation statements)

References 37 publications

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“…While previous studies (Christodoulou & Osborne, 2014; Gray & Rogan‐Klyve, 2018; McNeill & Krajcik, 2008; Erduran, Simon, & Osborne, 2004) suggest that it is important for teachers to explicitly talk about the goals or rationales for the scientific practices that students are engaged in, our findings advance the field by suggesting that teachers' being explicit about the epistemic goals of the practice may not be enough. In other words, saying “models are supposed to explain and predict phenomena” sporadically during the instruction may not result in epistemic nature of students' modeling practice, as illustrated by Ms. P's case.…”

Section: Discussioncontrasting

confidence: 55%

“…To foster meaningful engagement with modeling, prior research has started to document the vital role that teacher discourse can play in guiding students' epistemic engagement in disciplinary practices (Berland & Hammer, 2012; Christodoulou & Osborne, 2014; González‐Howard & McNeill, 2019; Hand, 2010; Ryu & Sandoval, 2012). Evidence of the relationship between teachers' talk and students' practice form this research has remained largely hypothetical, especially in the area of scientific modeling (see Campbell et al, 2012; Gray & Rogan‐Klyve, 2018). This study contributes new knowledge to the field by focusing on the epistemic aspects of modeling practice: teachers' use of epistemological messages, students' responses to those messages in action , and the relationship between the two.…”

Section: Discussionmentioning

confidence: 99%

“…Most studies that have investigated instructional supports for students' engagement in disciplinary science leave the epistemic aspects of the practice tacit (McNeill & Pimentel, 2010; Simon et al, 2006). Within the research focused on the epistemic dimension of teaching scientific practices, researchers have identified and characterized epistemological ideas about practices that seem to be productive (Barzilai & Chinn, 2018; Campbell, Oh, & Neilson, 2012; Christodoulou & Osborne, 2014; González‐Howard & McNeill, 2019; Gray & Rogan‐Klyve, 2018; McNeill & Krajcik, 2008; Ryu & Sandoval, 2012). For instance, McNeill and Krajcik (2008) found that making the rationale of scientific explanations explicit (e.g., why students need to include evidence and reasoning to support their claims) can improve student learning gains in constructing scientific explanations.…”

Section: Prior Research and Conceptual Frameworkmentioning

confidence: 99%

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Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

Schwarz

2020

J Res Sci Teach

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Teachers' instructional practices are critical for guiding students' engagement in scientific practices within the classroom knowledge building community. In this study, we seek to understand how teachers' instructional supports of epistemic aspects involved in scientific modeling may influence students' meaningful engagement in the practice. In particular, we examine two upper elementary teachers' epistemological messages about modeling over the course of a model‐based unit and focus group conversations in consensus model activities to explore the relationship between teachers' instructional supports and students' practice. The results suggest that each teacher was sharing complex messages about various aspects of the modeling practice ranging from procedural to epistemic. Further, those messages were then reflected in students' work. Our findings indicate that teachers' (a) foregrounding of epistemological messages, (b) consistency in emphasizing those messages, and (c) unpacking of those messages may play an important role in how epistemological ideas about modeling are taken up by students. We conclude the paper by discussing implications for supporting teachers in meaningfully enacting modeling practice.

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Section: Discussioncontrasting

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Section: Prior Research and Conceptual Frameworkmentioning

confidence: 99%

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Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

Schwarz

2020

J Res Sci Teach

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“…One predominant type of scientific model in science education contexts is mechanistic models that aim to explain how and why phenomena occur (Forbes et al, 2015 ; Ke & Schwarz 2021 ; Gray & Rogan-Klyve, 2018 ). In contrast to phenomenological models (Bokulich, 2011 ) that are highly predictive, but primarily represent observable properties of the target phenomena (e.g., climate models), mechanistic models are powerful for unraveling the hidden mechanisms of the phenomena and often involve causal step-by-step processes beyond the observable scale.…”

Section: Scientific Modelsmentioning

confidence: 99%

Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues

et al. 2021

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Learning science in the context of socio-scientific issues (SSI) can promote scientific literacy that links science to everyday life and society. In this position paper, we argue that developing and using multiple models equip students with the appropriate knowledge and skills needed to deal with complex issues. We draw upon literature from science education and philosophy of science and advance our theoretical argument about why it is critical for students to develop and use multiple models as part of their science learning experiences in general, and how the practice benefits students in the context of SSI in particular. We posit that students should engage in both scientific and socio-scientific models as they explore a complex societal issue because (1) engagement in multiple scientific models promotes students’ understanding about the phenomena relevant to the focal issue, and (2) engagement in socio-scientific models helps students to use that scientific knowledge in the larger social contexts and reason about how interacting science and social factors may impact students’ positions on the complex issue. We take COVID-19 as the learning context and present exemplar models students can develop and use as they learn about the pandemic. We conclude the paper by discussing the teaching aspects of the proposed modeling approach for SSI-based instruction as well as identifying possible areas for future research.

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“…While our data may therefore exclude teachers' unconscious use of models for predictive purposes, it also raises an issue related to how explicitly teacher implement MoMo in their teaching. Indeed, explicitly talking about the predictive nature and function of models is essential as it frames students' practice of modelling and adds to students' metamodelling understanding (Gray & Rogan-Klyve, 2018). This kind of explicitness is clearly only possible if teachers are aware of whether, why, and when they engage students in activities related to models' predictive function.…”

Section: Discussionmentioning

confidence: 99%

Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum

Nielsen

2021

EURASIA J Math Sci Tech Ed

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As part of curriculum reforms, models and modelling (MoMo) are playing an increasingly prominent role in science education. Through a questionnaire study, this paper investigates lower secondary school teachers' (n = 246) perceived practices of, rationales behind, and possibilities for working with MoMo in the context of the revised science curriculum. Our findings suggest that: (1) teachers prioritize the subject-specific knowledge embedded in models over and above the modelling process and meta-knowledge; (2) teachers prioritize engaging students in MoMo activities for descriptive rather than predictive purposes; (3) the process of designing, evaluating and revising models based on students' own inquiry only plays a minor role in teachers' practice and; (4) a content-heavy curriculum and multiple-choice exam are counterproductive to teachers' efforts to implement a more competence-oriented approach to MoMo. Our study also sheds light on, and discusses implications for, how to enhance teachers' possibilities of teaching for modelling-competence.

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Talking modelling: examining secondary science teachers’ modelling-related talk during a model-based inquiry unit

Cited by 14 publications

References 37 publications

Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches

Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues

Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum

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