Modeling Scientific Processes with Mathematics Equations Enhances Student Qualitative Conceptual Understanding and Quantitative Problem Solving

Autor/inn/en	Schuchardt, Anita M.; Schunn, Christian D.
Titel	Modeling Scientific Processes with Mathematics Equations Enhances Student Qualitative Conceptual Understanding and Quantitative Problem Solving
Quelle	In: Science Education, 100 (2016) 2, S.290-320 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21198
Schlagwörter	STEM Education; Interdisciplinary Approach; Mathematics Instruction; Science Instruction; Equations (Mathematics); Correlation; Scientific Concepts; Pretests Posttests; High School Students; Comparative Analysis; Conventional Instruction; Problem Solving; Concept Formation + Suchen Sie Ihr Suchwort? STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Equations; Mathematics; Gleichungslehre; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Concept learning; Begriffsbildung
Abstract	Amid calls for integrating science, technology, engineering, and mathematics (iSTEM) in K-12 education, there is a pressing need to uncover productive methods of integration. Prior research has shown that increasing contextual linkages between science and mathematics is associated with student problem solving and conceptual understanding. However, few studies explicitly test the benefits of specific instructional mechanisms for fostering such linkages. We test the effect of students developing a modeled process mathematical equation of a scientific phenomenon. Links between mathematical variables and processes within the equation and fundamental entities and processes of the scientific phenomenon are embedded within the equation. These connections are made explicit as students participate in model development. Pre-post gains are tested in students from diverse high school classrooms studying inheritance. Students taught using this instructional approach are contrasted against students in matched classrooms implementing more traditional instruction (Study 1) or prior traditional instruction from the same teachers (Study 2). Students given modeled process instruction improved more in their ability to solve complex mathematical problems compared to traditionally instructed students. These modeled process students also show increased conceptual understanding of mathematically modeled processes. The observed effects are not due to differences in instructional time or teacher effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01