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63.025 - Supporting Modeling Epistemologies in the Science Classroom
Mon, April 8, 10:25 to 11:55am, Sheraton Centre Toronto Hotel, Floor: Lower Concourse, Sheraton Hall ESession Type: Structured Poster Session
Abstract
The scientific practice of modeling is both accessible to children and central to the practice of science (Author, 2008; Lehrer & Schauble, 2006; Nersessian, 1992). As such, researchers and reformers recommend that K-16 students have the opportunity to develop and use conceptual models to represent and communicate their understandings and ideas and to generate questions and explanations (e.g. NRC, 2012). This recommendation is difficult to implement, because children do not intuitively understand models epistemologically as explanatory, abstract, and generative tools. Similarly, teachers are less familiar in teaching toward these epistemological and ontological goals. In this structured poster session, participants will identify teacher practices, curricula, and classroom culture norms that support productive and sophisticated modeling epistemologies in K-16 classrooms.
Sub Unit
Chair
Papers
1. Using Annotations to Unpack Embodied Models of States of Matter in Early Elementary Science - Megan Alyse Humburg, Indiana University - Bloomington; Joshua Adam Danish, Indiana University
2. Generative Modeling in Computer Science - Corey Brady, Vanderbilt University; Walter M. Stroup, University of Massachusetts Dartmouth; Justin Cannady; Anthony Petrosino, The University of Texas at Austin; Uri J. Wilensky, Northwestern University
3. Supporting Students Modeling in a Digital Game: Adaptively Modulating Abstraction of Self-Explanation - Doug Clark, University of Calgary; Satyugjit Singh Virk, Teachers College, Columbia University; Jackie Barnes, Northeastern University
4. TopoMath: Rapidly Learning How to Construct Mathematical Models of Static Systems - Kurt VanLehn, Arizona State University; Chandrani Banerjee; Sachin Grover; Fabio Augusto Milner, Arizona State University; Jon Wetzel
5. Play, Code, Science, and Podcasts: Integrating Disciplinary and Personal Epistemologies in Preservice Science Teacher Education - Pratim Sengupta, University of Calgary; Beaumie Kim, University of Calgary; Marie-Claire Shanahan, University of Calgary
6. Collaborative Modeling With Complex Public Data Sets in the Middle School Classroom - Michelle Hoda Wilkerson, University of California - Berkeley; Vasiliki Laina, University of California - Berkeley; Lisette Lopez; Rebecca L. Shareff, University of California - Berkeley; Deniz Dogruer; William McEachen
7. Sedimenting Science Practices: Longitudinal Analysis of Modeling Practices and Artifacts - Ashlyn Pierson, Vanderbilt University; Doug Clark, University of Calgary
8. Coupling Models With Experiments to Support Knowledge Generation - Katherine Anne Parker, Tufts University; Aditi Wagh, Tufts University; Julia Svoboda Gouvea, Tufts University
9. Engaging in Epistemic Practices Through Engineering Design - Gregory J. Kelly, The Pennsylvania State University; Christine M. Cunningham, The Pennsylvania State University; Richard A. Duschl, The Pennsylvania State University
10. Modeling for Sense-Making in the Elementary Classroom: Research, Exemplars, Initial Principles for Modeling That Works - Christina V. Schwarz, Michigan State University; Meredith Baker Marcum, University of Michigan - Ann Arbor
11. Epistemologically Responsive Teaching as a Pedagogical Mechanism for Supporting Scientific Practices - Leema G. Berland, University of Wisconsin - Madison; Rosemary Russ, University of Wisconsin - Madison
Discussants
Marcia Linn, University of California - Berkeley
Joseph S. Krajcik, Michigan State University
David Hammer, Tufts University