The Effect of Classroom Practice on Students Understanding of Models (original) (raw)

Science instruction focused around modeling can help learners develop deep understanding of subject matter and the nature of science. Despite its importance, students typically do not develop an understanding of modeling, and many teachers lack strategies for supporting their students in the practice. This research examines a teacher and her students' developing an understanding of models and modeling by taking part in an 8-weeks 6 th grade chemistry unit that focuses on the particle nature of matter, models and modeling. The unit was developed as part of IQWST: a middle school inquirybased curriculum development project. The curriculum closely integrates content learning goals with scientific practices. Modeling learning goals as well as meta-knowledge of models and modeling were highly specified. To assess the effect of teacher practice and the change in students' meta-knowledge of models and modeling, various types of data were collected: Pre and post students and teacher interviews, videotapes of lessons, students artifacts, and open-ended pre-post assessment items that involved the use of models. Preliminary findings suggests that students improve their modeling practices and understanding of the meta-knowledge associated with the practice. Links can be drawn between students' improvement and instruction. Some changes in the teachers' perception of modeling as a classroom practice are also observed. that focuses on the particle nature of matter, models and modeling. The curriculum closely integrates content learning goals, with scientific practices. Modeling learning goals as well as meta-knowledge of models and modeling were highly specified. We were mostly interested in finding links between specific classroom practices and students' improvement in the practice and in understanding modeling meta-knowledge (MMK). We were also interested in learning about the teachers' conceptions of modeling, as revealed in pre post interviews and in her actual teaching.