Supporting Students’ Grasp of Evidence Interpretation to Determine Model Validity Through Peer Critique

• In Event: Social Aspects of Learning With Technology

Abstract

This study investigated strategies to support students’ evidence-model coordination in scientific modeling. Peer critique was integrated into a collaborative learning environment supported by a modeling tool to help elementary school students evaluate peers’ models. Grounded in Grasp of Evidence framework, we employed interaction analysis to examine how students determined model validity using ideals (criteria) and reliable processes. The results suggest that the modeling tool and peer collaboration supported students in using evidence relevance and evidence strength as criteria for reviewing models, and several reliable processes to evaluate models with noticeable problems. However, students sometimes only indicated ideals without providing justifications, particularly when reviewed models demonstrated high understandability. These findings offer implications for future design considerations.

Authors

• Jinzhi Zhou, Indiana University

• Danielle Murphy, Rutgers University

• Joshua Adam Danish, University of Illinois at Urbana-Champaign

• Cindy E. Hmelo-Silver, Indiana University

• Ravit Golan Duncan, Rutgers University

• Clark A. Chinn, Rutgers University

• Zachary D. Ryan, Indiana University

• Christina Stiso, Indiana University

• Lauren Albert, Indiana University