Toward an Epistemology of Modeling-Based Learning in Early Science Education
Date
2019ISBN
978-3-030-30255-9Publisher
Springer International PublishingPlace of publication
ChamSource
Towards a Competence-Based View on Models and Modeling in Science EducationPages
237-256Google Scholar check
Metadata
Show full item recordAbstract
In this chapter we describe a study in which we analyzed student modeling-based learning discourse data to investigate young students’ understandings of models and model use in science. We used rich case studies of modeling-based learning of 48 fifth-grade students in three different classes, who met with the same teacher once a week for a total of seven months. Transcripts from video taped conversations and the models constructed by the students served as the primary sources of data. We present findings from applying the framework of model competence to the modeling work of young/novice modelers. Findings revealed insights on fifth-grade students’ model competence, regarding the nature of their models, the existence of multiple models, the purpose of their models, and the process of testing and changing models. The implication from these findings is that a modeling resource-based framework of model competence might be used productively as a teacher guide throughout modeling-based learning in science. Thus, instead of regarding this as a need to help students develop modeling abilities they lack, it might be more productive to view this as a need to help students develop more reliable access to modeling resources they already have and might be context dependent. Lastly, we also suggest that the teacher might act as an activator of different modeling resources.