The Role of Embodied Modeling on Fifth-Grade Students’ Perspectives on Ecosystems Thinking and Metamodeling

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Abstract

This study investigates the role of embodied modeling in shifting students’ understanding of ecosystems and perspectives on scientific modeling. 21 fifth-grade students explored simple pond and garden ecosystems using a mixed-reality classroom environment. Students collectively moved around as agents in the ecosystems to explore relevant relationships and energy transfer. Using methods of grounded theory, their written assessments and video interviews about the unit were examined for conceptual and epistemological understanding. Analyses show learning gains in their conceptual understanding of ecosystems and shifts in their metamodeling knowledge related to using the body for modeling about ecosystems. The study offers guidelines for incorporating embodied modeling into a sequence of complementary models in science instruction.

Authors

• Nitasha Mathayas, University of Illinois at Urbana-Champaign

• Mengxi Zhou, Indiana University

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

• Morgan A. Vickery, Indiana University

• Selena Steinberg, Indiana University

• Zachary D. Ryan, Indiana University

• Xintian Tu-Shea, University at Buffalo - SUNY

• Ian Devine, Indiana University