Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods

Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry

“…These three purposes, in particular the second and third, propose that models and modeling activities must play a central role in the methodology of science (2 above), and in learning how to do science that helps produce scientific knowledge (3 above, see Justi & Gilbert, 2002a). Others have made similar claims (Schwarz, Meyer, & Sharma, 2007). Specific to the argument in this paper is the claim that learning about science (Hodson's second component of science education) means that students should have an understanding of how scientific knowledge is generated; to us, this means that students should understand the role that models play in the accreditation and dissemination of the products of scientific inquiry (Justi & Gilbert, 2002a).…”

“…Schwarz, who also promotes the explicit teaching of models and modeling, describes a need for meta-modeling knowledge (Schwarz & Gwekwerere, 2006;Schwarz & White, 2005;Schwarz et al, 2007). Further, Schwarz and her colleagues prescribe that students need opportunities to engage and reflect on legitimate modeling experiences that are well aligned with content knowledge.…”

Understanding Co-development of Conceptual and Epistemic Understanding through Modeling Practices with Mobile Internet

“…Mobile Technology-Supported Collaborative Argumentation and Science Learning Although a growing body of research has involved studying the educational use of cutting-edge technologies-for example, simulation, computation, or visualization for learning about scientific models (Schwarz et al 2007)-seldom have researchers addressed how recent smart mobile devices (handheld mobile devices with high computational capabilities and access to the wireless Internet) may facilitate scientific practices. In this study, we investigated the potential for using mobile technology to promote argumentation when students engage in modeling activities.…”

Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An aspect of pedagogical content knowledge for scientific modeling

“…This self-assured ability to evaluate learners' scientific models is an aspect of a larger construct that we call 'pedagogical content knowledge for scientific modeling', or PCK for scientific modeling (Schwarz, Meyer, & Sharma, 2007). The notion of PCK for scientific modeling builds upon the theoretical and practical work of many others, both in science education and in education more broadly (e.g., Grossman, 1990;Magnusson, Krajcik, & Borko, 1999;Shulman, 1986;van Driel, De Jong, & Verloop, 2002).…”

“…Additionally, PCK-SM for modeling-based instructional strategies in science entails the tacit component of self-efficacy for effectively employing these pedagogies to promote student learning. Others have described teacher knowledge and beliefs about science teaching involving scientific modeling with respect to several of Magnusson and colleagues' five components of PCK in science teaching (Crawford & Cullin, 2004;Justi & Gilbert, 2002;Justi & van Driel, 2005;Schwarz et al, 2007;van Driel & De Jong, 2001). Here, we build upon this knowledge base as we focus on four preservice teachers' changing knowledge, scientific model evaluation skills, and selfefficacy for evaluating scientific models as aspects of their developing PCK-SM for evaluating students' scientific models (indicated in bold on Table 1).…”