Model Formation (original) (raw)

2017, Assessing Model-Based Reasoning using Evidence- Centered Design

Model Formation begins by selecting and assembling model elements to establish a correspondence with some situation, often in the real world or a corpus of data. The Model Formation design pattern addresses features of this contextualized process that are similar across contexts and models. Design choices concerning the knowledge and skill that will be encompassed, variable features of tasks, potential work products and observations. A scientific model is an abstract system of entities, relationships, and processes. Every particular use of a model begins by selecting and assembling model elements to establish a correspondence with particular circumstances-often real-world situations, but also possibly the entities, processes, and relationships in other models. We call this aspect of model-based reasoning Model Formation. (The NGSS calls it Developing Models; other terms are Model Building, Model Construction, and Model Instantiation.) This section presents a design pattern for assessing model formation, whether in focused tasks or as an integrated aspect of model-based reasoning. It is summarized in the first column of the Appendix. 5.1 Rationale, Focal KSAs, and Characteristic Task Features Even though model formation is inherently about instantiating particular models in particular contexts, the Model Formation design pattern, like the others, doesn't specify a particular model or context. We are not proposing, however, that model formation is a decontextualized ability, independent of particular models and contexts. 1 Rather, the design pattern addresses features of the contextualized activities that are similar across contexts and models. These features are similar 1 It is the case, however, that an individual can develop through experience a generalized schema for how and when to use models, and procedures and strategies for using them, which can be called upon to guide reasoning with new models and in new contexts (Perkins and Salomon 1989).