The Study

In this article, Assistant Professor Christina Schwarz reports on two studies in which seventh-grade science students and undergraduate preservice teachers used model-centered science curricula and instruction.

Findings

Schwarz defines scientific modeling as a “representation that predicts or explains scientific phenomena.”  Modeling or model-based reasoning includes the processes of model creation, use, evaluation, and revision. “Models can range from a scale model of the solar system, to computer simulations that predict how galaxies can collide, to quantitative or qualitative laws and theories like F=ma …” In both studies, the students experienced model-centered teaching and used 12-14 week curricula in which they used models, created models, evaluated models, and reflections within either force and motion or astronomy topics. In the seventh-grade study, she investigated students’ epistemologies about the nature of models with written assessment and clinical interviews. The second study involved 17 undergraduate students (primarily sophomores) in her science course who were in the process of obtaining their elementary teaching credential. Throughout the semester, the students engaged in a variety of science activities and investigations using models. She analyzed students’ learning by studying their weekly journals and by analyzing their learning at the end of the semester as indicated by their performance on their final exam. Schwarz found evidence that for the seventh graders, modeling knowledge (epistemological understanding of models) was significantly correlated with improvement in content knowledge. “At the end of the curriculum, about half of the students were able to identify a scientific theory, a causal rule, and an equation as a form of a model compared to less than a quarter at the beginning of the curriculum. Seventy-three percent of the interviewed students demonstrated a high level of sophistication about the nature of a model…” As for the preservice teachers, she found that the students did develop a strong understanding of the nature and purpose of models, and of the evaluation of models. However, the results did not lead to any formal connection between students’ epistemologies of models and their learning of science content. “Nonetheless, because this class worked so heavily with various forms of models to understand the science content and because we used language about models in our classroom talk, it would be hard to imagine that students wouldn’t have benefited from having a more sophisticated understanding of the role of models in science and science education.” In the end, Schwarz found several useful contexts for promoting modeling knowledge, including engaging students in using well-designed computer-simulated dynamic models, using and creating physical and conceptual model, reflecting on the nature of models, and evaluating models with model-specific criteria.

What It Means To You

The use of modeling as described by Schwarz can be an effective tool in helping students understand scientific content. How extensive is the use of models in science classrooms in your district?

For More Information

Schwarz, C.V. (2002, April) Using model-centered science instruction to foster student students’ epistemologies in learning with models. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.

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