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首页> 外文期刊>Journal of Research in Science Teaching >Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners
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Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

机译：开发科学建模的学习进度：使科学建模对学习者而言变得有意义

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摘要

Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice (e.g., understanding the nature and purpose of models). Our learning progression for scientific modeling includes two dimensions that combine metaknowledge and elements of practice - scientific models as tools for predicting and explaining, and models change as understanding improves. We describe levels of progress along these two dimensions of our progression and illustrate them with classroom examples from 5th and 6th graders engaged in modeling. Our illustrations indicate that both groups of learners productively engaged in constructing and revising increasingly accurate models that included powerful explanatory mechanisms, and applied these models to make predictions for closely related phenomena. Furthermore, we show how students engaged in modeling practices move along levels of this progression. In particular, students moved from illustrative to explanatory models, and developed increasingly sophisticated views of the explanatory nature of models, shifting from models as correct or incorrect to models as encompassing explanations for multiple aspects of a target phenomenon. They also developed more nuanced reasons to revise models. Finally, we present challenges for learners in modeling practices - such as understanding how constructing a model can aid their own sensemaking, and seeing model building as a way to generate new knowledge rather than represent what they have already learned. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 632-654, 2009
机译：建模是科学的核心实践，也是科学素养的核心部分。我们提出了科学建模学习进展的理论和经验动机，旨在使实践对学习者更容易理解。我们将科学建模定义为包括实践的要素（构建，使用，评估和修改科学模型）以及指导和激励实践的元知识（例如，了解模型的性质和目的）。我们在科学建模方面的学习进展包括将元知识和实践要素相结合的两个维度-科学模型作为预测和解释的工具，模型随着理解的提高而变化。我们描述了这两个方面的进展水平，并通过5年级和6年级的学生在课堂上进行建模来举例说明。我们的插图表明，两组学习者都在积极地构建和修改越来越准确的模型，其中包括强大的解释机制，并运用这些模型对密切相关的现象进行了预测。此外，我们展示了从事建模实践的学生如何沿着这一进展水平前进。尤其是，学生从说明性模型转向解释性模型，并对模型的解释性发展出越来越复杂的观点，从正确或不正确的模型转变为涵盖目标现象多个方面的解释的模型。他们还提出了更细微的修改模型的理由。最后，我们为学习者在建模实践中提出了挑战-例如了解构建模型如何帮助他们自己的感官认识，以及将模型构建视为一种产生新知识而不是代表他们已经学习的知识的方法。 ©2009 Wiley Periodicals，Inc. J Res Sci授课46：632-654，2009

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  • 来源
    《Journal of Research in Science Teaching》 |2009年第6期|632-654|共23页
  • 作者

    Christina V. Schwarz; Brian J. Reiser; Elizabeth A. Davis; Lisa Kenyon; Andres Achér; David Fortus; Yael Shwartz; Barbara Hug; Joe Krajcik;

  • 作者单位

    College of Education, Michigan State University, Erickson Hall, East Lansing, Michigan 48824;

    Learning Sciences, Northwestern University, Evanston, Illinois;

    School of Education, University of Michigan, Ann Arbor, Michigan;

    Wright State University, Dayton, Ohio;

    Learning Sciences, Northwestern University, Evanston, Illinois;

    Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel;

    Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel;

    College of Education, University of Illinois, Champaign, Illinois;

    School of Education, University of Michigan, Ann Arbor, Michigan;

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