Characterizing In-the-moment Scaffolding in Supporting Students' Models Interlocking During Phenomenon-Driven Science Instruction

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Understanding Teacher Learning and Practice in Science Education

Abstract

As students are expected to approximate the investigative and reasoning practices used in modern scientific inquiry, modeling activities have become central to understanding scientific phenomena. In this paper, we first present the multiple modeling and representational affordances designed into a Maglev train storyline unit. We then analyze the in-the-moment scaffolding of a teacher in guiding students to integrate various models toward building a conceptual understanding of an invisible phenomenon: magnetism. Our analysis uncovers four modeling integration scaffolding moves: framing composite representations, checking representational alignment, linking perspective to observation, and destabilizing labeling. We operationalize these pedagogical moves into a sequence useful for scaffolding complex modeling practices. Our findings lay the groundwork for developing effective instructional routines to teach complex scientific concepts.

Authors

• Idris Solola, Utah State University

• Mimi M. Recker, Utah State University

• Quentin Biddy, University of Colorado - Boulder