Using Digital Modeling Tools and Curriculum Materials to Support Students' Modeling Practice

• In Event: 32.029 - Supporting Science as a Modeling Practice in the Classroom Through the Lens of Next Generation Science Standards

Abstract

Objectives: This study examines how a digital modeling tool, along with accompanying curriculum materials, can support students in planning, building, testing and sharing models to explain phenomena. We explore the following: How the modeling tool supports students in developing models to explain phenomena. To answer this, students’ models were analyzed, and students’ and teachers’ views regarding the contribution and challenges of using the modeling tool were investigated.
Theoretical framework: The Framework for K-12 Science Education calls for students to engage in scientific modeling (NRC, 2012) in order to advance their understanding of disciplinary ideas. Schwartz et al. (2012) argue that this approach increases student appreciation of nature of science. However, opportunities for students to develop and use models in science classroom occur infrequently (Schwarz et al., 2008), and little is known about the most effective pedagogical approaches to support students in constructing models.
Methods: This study includes several iterative cycles of field research to develop the modeling tool and NGSS-aligned curricular materials. The modeling tool was designed to support student learning and allows students to develop models that generate tabular and graphical output and to compare their models with results of validating data sets.
Data analysis: Data was collected during a 4-week enactment in a rural middle school. The unit focused on ocean acidification and included several cycles of building, using and revising models based upon feedback. Participants were two 7th grade teachers and 216 students.
Data included images of students’ models taken from 10 focus students at several time points. Images of students’ models were analyzed for their complexity level, appropriate variables and relationships, and accuracy of the model. Three researchers worked together to reach consensus regarding the analysis method and emerging patterns.
To measure participants’ views about using the modeling tool, student responses from a post-enactment online survey (n=172), and semi-structured interviews with ten students and two teachers following the enactment of the unit were analyzed.
Analysis and Results: Students’ abilities to create appropriate and runnable models and to explain phenomena using models progressed during enactment increased. Students’ initial models were mostly representations of objects with over-complicated network of relationships. Their models progressed to include causal relationships, measurable variables, and focused on the investigated system (see image 1).
Students suggested that using the modeling tool contributed to their understanding of the modeling practice, focusing on the engaging features of the tool and how it helped them organize their content learning (see table 1). Teachers’ comments supported these ideas. However, students and teachers suggested that using the modeling tool requires significant support from teachers, curriculum, and software scaffolds (see table 2).
Scholarly significance: This study contributes to the understanding of students’ ability to create and use models to explain and predict phenomena (Nersessian, 2002; Passmore et al., 2014). This study extends the work of Fretz et al. (2002) on scaffolds to support students modeling practice using computer-based environments. This study sheds light on how digital tools can support students in planning, developing, testing and revising models to explain phenomena.

Authors

• Tom Bielik, Michigan State University

• Daniel Damelin, The Concord Consortium

• Joseph S. Krajcik, Michigan State University