The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling throughout a Model-Based Curriculum Unit

Autor/inn/en	Baek, Hamin; Schwarz, Christina V.
Titel	The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling throughout a Model-Based Curriculum Unit
Quelle	In: Journal of Science Education and Technology, 24 (2015) 2-3, S.216-233 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-014-9532-6
Schlagwörter	Case Studies; Grade 5; Elementary School Students; Elementary School Science; Epistemology; Models; Technology Uses in Education; Scientific Concepts; Concept Formation; Learning Processes; Learner Engagement; Educational Technology; Science Curriculum; Science Instruction; Social Influences + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; School year 05; 5. Schuljahr; Schuljahr 05; Erkenntnistheorie; Analogiemodell; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept learning; Begriffsbildung; Learning process; Lernprozess; Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sozialer Einfluss
Abstract	In the past decade, reform efforts in science education have increasingly attended to engaging students in scientific practices such as scientific modeling. Engaging students in scientific modeling can help them develop their epistemologies by allowing them to attend to the roles of mechanism and empirical evidence when constructing and revising models. In this article, we present our in-depth case study of how two fifth graders--Brian and Joon--who were students in a public school classroom located in a Midwestern state shifted their epistemologies in modeling as they participated in the enactment of a technologically enhanced, model-based curriculum unit on evaporation and condensation. First, analyses of Brian's and Joon's models indicate that their epistemologies in modeling related to explanation and empirical evidence shifted productively throughout the unit. Additionally, while their initial and final epistemologies in modeling were similar, the pathways in which their epistemologies in modeling shifted differed. Next, analyses of the classroom activities illustrate how various components of the learning ecology including technological tools, the teacher's scaffolding remarks, and students' collective activities and conversations, were marshaled in the service of the two students' shifting epistemologies in modeling. These findings suggest a nuanced view of individual learners' engagement in scientific modeling, their epistemological shifts in the practice, and the roles of technology and other components of a modeling-oriented learning environment for such shifts. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01