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- W2997351331 abstract "In this chapter we describe a study in which we analyzed student modeling-based learning discourse data to investigate young students’ understandings of models and model use in science. We used rich case studies of modeling-based learning of 48 fifth-grade students in three different classes, who met with the same teacher once a week for a total of seven months. Transcripts from video taped conversations and the models constructed by the students served as the primary sources of data. We present findings from applying the framework of model competence to the modeling work of young/novice modelers. Findings revealed insights on fifth-grade students’ model competence, regarding the nature of their models, the existence of multiple models, the purpose of their models, and the process of testing and changing models. The implication from these findings is that a modeling resource-based framework of model competence might be used productively as a teacher guide throughout modeling-based learning in science. Thus, instead of regarding this as a need to help students develop modeling abilities they lack, it might be more productive to view this as a need to help students develop more reliable access to modeling resources they already have and might be context dependent. Lastly, we also suggest that the teacher might act as an activator of different modeling resources." @default.
- W2997351331 created "2020-01-10" @default.
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- W2997351331 date "2019-01-01" @default.
- W2997351331 modified "2023-10-17" @default.
- W2997351331 title "Toward an Epistemology of Modeling-Based Learning in Early Science Education" @default.
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- W2997351331 doi "https://doi.org/10.1007/978-3-030-30255-9_14" @default.
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