Investigating the Effect of Curricular Scaffolds on Third-Grade Students’ Model-Based Reasoning About the Water Cycle

• In Event: Poster Session 7
  In Poster Session: Exploring the Space of Science Pedagogical Practices

Abstract

The Next Generation Science Standards emphasize the need for students to engage with scientific models to begin developing robust conceptual understanding of hydrologic phenomena in the elementary grades. However, scientific modeling remains underemphasized in elementary science learning environments and little past research has explored early learners’ engagement in domain-specific modeling practices. In this study, we investigate the comparative impact of curricular scaffolding on 3rd-grade students’ model-based reasoning about water. Findings suggest that while curricular scaffolding may enhance students’ model-based reasoning, their formulation of mechanism-based explanations for water process sequences remains limited. Study findings contribute to a body of research on scientific modeling in elementary classrooms and have important implications for both teachers and curriculum developers.

Authors

• Cory T. Forbes, University of Nebraska - Lincoln

• Christina V. Schwarz, Michigan State University

• Laura Zangori, University of Nebraska-Lincoln