High School Students’ Conceptual and Epistemic Understanding Through Modeling Practices

• In Event: Learning Sciences Perspectives on Framing, Affect, and Epistemologies

Abstract

Explanatory modeling is critical part of science instruction. In this study, we design learning environments that coordinate modeling and argumentation from the perspective of evolutionary Learning Progressions (LPs) and examine how students’ argumentation and modeling practices, along with the associated conceptual knowledge are related and improved in a way to reinforce each other. We used a grounded theory approach to capture students’ small group interactions and categorized discourse patterns. We also referred to several previous research to analyze students’ epistemic discourse of modeling as well as conceptual understanding. Our analyses indicated that the number and level of argumentative and epistemic moves were enhanced as their modeling practices changed from simple to complex and from directed to open-ended.

Author

• Suna Ryu, University of California - Berkeley