MoDeLS: Developing Modeling Practices Across Contexts뀀਀ð

June 7, 2017 | Autor: Lisa Kenyon | Categoria: Model development
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MoDeLS: Developing Modeling Practices Across Contexts

Brian J. Reiser1, Christina Schwarz2, Andrés Acher1, Lisa Kenyon3, Brandy Buckingham1, Jing Chen2! Northwestern University1, Michigan State University2, Wright State University3!

NSF 0628199

Partial Coding Scheme (Change and Generative Construct maps)!

Project Goals •  Empirically-based learning progression for scientific modeling •  A model of the practice appropriate for learners •  Anchored in learners’ understandings and practices •  A sequence of successively more sophisticated understandings and practices •  Instructional supports for learners •  Supports to help teachers learn to teach modeling practices

Learning Goals for Scientific Modeling Sensemaking Elements of the Practice Constructing models Using models to explain and predict Evaluating models Revising models

Metamodeling Knowledge (MMK) Models change to capture improved understanding built on new findings Models are generative tools for predicting and explaining

Communicating Understanding

Support for Modeling Practices! 5th Grade: Would you drink liquid in a solar still that came from dirty water? Students model evaporation and condensation to learn about microscopic/macroscopic properties of matter and changes of state.

Research Question: What modeling practices and understandings carry over from one scientific context to another?!

Sub-dimension of Change and Generative Tools Constructs

B. Attention to audience and clarity of communication

…consider how well a model reflects the model author’s thinking, and can be understood.

…consider how to better communicate ideas of evidence and explanatory mechanisms.

C. Attention to evidence or authority

…consider support from accepted knowledge or authority, without justification from evidence.

…consider support from observational or experimental evidence with a justification for using that evidence.

D. Nature of explanation

…consider the detail of the model, without considering how this provides a better explanation for the phenomena.

…consider how to better explain the phenomena by articulating a process or mechanism.

Student: … because everyone’s trying to explain something, but we’re just doing it in different ways, which is what models are for. They help explain things in different ways. Like at the beginning of the year, we had a bunch of separate groups, and everyone made a model of how we see using light, and all of them were different, but they all helped explain the same thing.

Do students continue improving modeling practices across multiple science units?!

8th Grade (IQWST): Why do organisms look the way they do? Students develop evidence-based explanations for two cases of population change and use these to develop a general model of natural selection, then applied to new cases. Variation that can be inherited

Change in environment

Advantage: Some survive due to the variation on the trait Survivors have offspring

Next generation has increased numbers with the advantaged trait. Differences increase over generations.

Light 1 – no interview Light 2 – Change 2-A I: Are there any changes that you could make to your model to make it even better? S: I'd probably include…just more stuff and tell what it is. Cause the sun isn't really listed here and a key. That's another thing we changed a key. Light 3 – Change 1-C I: Looking at this again, are there any changes that you'd make? S: I don't think so. Evap/Cond 1 – Change 2-D I: Are there any changes that you would do to make it any better? S: Yeah, there was some things I needed to put in, because … I just say water heats up. I don't say, like in the captions, why it happened. I just showed it at the bottom. Evap/Cond 2 – Change 3-A I: Are there any changes you could make to your model (of evaporation) to make it better? … What kind? S: [Yes. I would] remove the light and add an explanation because anything can produce heat. And I would try to incorporate this into the bigger model ….

Constructing models and using models…

…combine models and focus on salient features of the phenomenon, or apply the model to a broader range of phenomena.

Interviewer: In what way [is what you are doing] similar to what scientists do with models?

Improved modeling practices across light and evaporation/condensation (5th grade).

Constructing models and using models…

…focus on literal features.

6th grade IQWST students in their second modeling unit, on nature of matter, build on modeling ideas from prior light unit.

6th Grade (IQWST): How can I smell things from a distance? Students develop a particle model of matter to explain: •  how odors move through air •  why air has mass •  properties of substances •  states of matter and phase changes

Change Level 3 Model changes, comparisons, and evaluations…

A. Specificity vs. Generality

Can students recognize and articulate parallels between different modeling situations?!

6th Grade (IQWST): Can I believe my eyes? Students model how light interacts with matter. •  Reflection •  Absorption •  Transmission

Change Level 2 Model changes, comparisons, and evaluations…

Modeling examples mentioned by 8th grade students

Justifications

Ann: It was like a food web, we would take a yarn and then Ann: It showed…a representation about how one animal throw it across to what ate that. That person would throw it to eats another, affects another animal.... we all agreed on that another student, so it looked like a food web. [6th gr bio] model … and that model explains to us and we Leila: On TV, like commercials, they show models of a heart understand it. attack, how that happens. Last year the model [of] how a ball falls…gravitational energy and.. I can’t remember the other one. [7th gr physics]

Adelle: they may be different situations, but they all… represent and show what happens in different events and processes.

Steve: There was the light model, where light came from the sun, reflected off an object, or it was absorbed, then to our eyes and we saw it. [6th gr physics] There was the smell one where a liquid would evaporate and the molecules would go through the air and come up to your nose. [6th gr chem]

Leila: You can refer back to it [heart attack model]… oh, I see how that happens. And with the ball dropping, it drops so fast you can’t really see it happening, so the model you can go through it step by step, oh this is where the energies change, and this is where they level out.

Can students apply modeling practices to unfamiliar science contexts? ! 5th graders learn that models explain phenomena and should focus on salient features Q1: Would your drawings and words [to explain why the box went fast on the smooth floor and slow on the rug] be a scientific model? Why or why not?

Conclusions! •  Students can apply modeling practices with very different types of scientific models across a broad range of scientific subject matter. •  Students developed more sophisticated modeling practices, including: -  Representations need to include salient features that help explain (Dimension A)

Pre Example: Yes, my drawing is a scientific model because it shows both sides of what it looks like. (1-A) Post Example: Yes. Because it shows how if there is lots of friction its hard to move by sliding. (3-D)

-  Models include invisible components and clarify processes and mechanisms (Dimension D)

Q2. Explain the strengths and limitations of each model.

-  Models need to explain how and why phenomena occur (Dimension D) •  Students were able to improve modeling practices across contexts, and carry over aspects of these practices to unfamiliar contexts.

Pre Example: Limitation – everything. (2-D) Post Example: The person, house and rabbit have absolutely nothing to do with [what the plant needs to grow]. (3-A)

•  The sub-dimensions captured many of the common themes found across the contexts.

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