Interlocking Models in Classroom Science

Autor/inn/en	Manz, Eve; Georgen, Chris
Titel	Interlocking Models in Classroom Science
Quelle	In: Science Education, 107 (2023) 6, S.1399-1434 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manz, Eve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21806
Schlagwörter	Models; Grade 5; Science Education; Scientific Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Analogiemodell; School year 05; 5. Schuljahr; Schuljahr 05; Naturwissenschaftliche Bildung; Concept learning; Begriffsbildung
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01