Interlocking models in classroom science

Datos Bibliográficos

ID21392729
AutoresEve Manz (0000-0003-3395-2449, Boston University Wheelock College of Education and Human Development Boston Massachussetts USA, autor de correspondencia), Chris Georgen (Boston University Wheelock College of Education and Human Development Boston Massachussetts USA)
Año2023
Volumen107
Número6
Páginas1399-1434
Fecha de publicación2023-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21806
OpenAlexW4385118103
IdiomaEN
Citas recibidas7
Referencias citadas73

Both professional and classroom‐based scientific communities develop and test explanatory models of the natural world. For students to take up models as tools for sensemaking, practice must be agentive (where students use and revise models for specific purposes) and conceptually productive (where students make progress on their ideas). In this paper, we explore principles to support agentive and conceptually productive modeling. One is that models can “do work”; that is, participate in students' sensemaking by offering resources, making gaps visible, or pushing back on modelers' understandings. A second is that working across, and seeking to align, multiple models—what we explain as interlocking models—supports models to do work. A third is that modeling activity can support fine‐grained conceptual progress. We detail how we used these ideas to guide and refine the design of a fifth‐grade investigation into the conservation of matter across phase change. We identify four ways that models participated in students' sensemaking as they interlocked: by providing contradictions , constraints , representational surplus , and gaps for students to engage with. We discuss how designing for models to be co‐participants in sense‐making and to interlock can provide productive paths forward for curriculum designers, researchers, and teachers

Conceptual change · Curriculum · Epistemology · Interlocking · Knowledge management · Mathematics education · Next Generation Science Standards · Pedagogy · Science education · Scientific modelling · Sensemaking · Sociology · Work (physics) · Animal and Plant Science Education · Computer Science · Engineering · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy