Modeling-Based Inquiry in K-6 Science Education: Revisiting the Modeling-Based Learning Cycle

• In Event: Science Inquiry for Teaching and Learning

Abstract

Research in Modeling-based Learning (MbL) in science has highlighted its value and significance for science teaching and learning. Despite the abundance of research in the area, there is to date limited research on MbL practices among novice modelers. In particular, there is no information whether young (grades K-6), novice modelers follow the same modeling steps and practices of a MbL enactment. The purpose of this study was to investigate whether the modeling steps and practices, as described in MbL cycles in the literature, apply to K-6 students and if not, to describe the alternative steps that these students follow. Our findings revealed that K-6 novice modelers follow a different route when enacting MbL than the one described in the literature.

Authors

• Zacharias C. Zacharia, University of Cyprus

• Loucas T. Louca, European University Cyprus