Exploring Elementary Teachers' Model-Based Science Instruction About Water: A Three-Year Longitudinal Multicase Study

• In Event: 30.033 - Teaching and Learning Science

Abstract

The water cycle is a complex system spanning NGSS’s K-12 science standards. To support learning about this multifaceted phenomena, students should engage in scientific modeling. However, elementary teachers are crucial in supporting students’ engagement in this important scientific practice. This multi-case study explored how three teachers’ learning about and engagement in model-based instruction about the water cycle developed over multiple years. Findings show that while teachers’ early conceptions of modeling were similar, their ideas diverged over time with variation in their emphasis on modeling practices and epistemic dimensions of modeling. While differences in their conceptions were reflected in their classroom practices, each teacher focused generally on increasing their classroom’s model-based discussions and model revision over time.

Authors

• Tina Vo, University of Nebraska - Lincoln

• Cory T. Forbes, University of Nebraska - Lincoln

• Laura Zangori, University of Missouri - Columbia

• Christina V. Schwarz, Michigan State University