Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms

Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms

Todd Campbell (University of Massachusetts Dartmouth, USA), Phil Seok Oh (Gyeongin National University of Education, Korea) and Drew Neilson (Logan High School, USA)
Copyright: © 2013 |Pages: 21
DOI: 10.4018/978-1-4666-2809-0.ch006
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It has been declared that practicing science is aptly described as making, using, testing, and revising models. Modeling has also emerged as an explicit practice in science education reform efforts. This is evidenced as modeling is highlighted as an instructional target in the recently released Conceptual Framework for the New K-12 Science Education Standards: it reads that students should develop more sophisticated models founded on prior knowledge and skills and refined as understanding develops. Reflecting the purpose of engaging students in modeling in science classrooms, Oh and Oh (2011) have suggested five modeling activities, the first three of which were based van Joolingen’s (2004) earlier proposal: 1) exploratory modeling, 2) expressive modeling, 3) experimental modeling, 4) evaluative modeling, and 5) cyclic modeling. This chapter explores how these modeling activities are embedded in high school physics classrooms and how each is juxtaposed as concurrent instructional objectives and scaffolds a progressive learning sequence. Through the close examination of modeling in situ within the science classrooms, the authors expect to better explicate and illuminate the practices outlined and support reform in science education.
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Modeling As Science And Science Learning

Situating modeling in science education begins to make sense by considering the roles modeling plays in the work of scientists and in the context of specific scientific fields (e.g., astronomy, chemistry, evolutionary biology, geology). Although there is no single definition of a model, models are broadly recognized as representations or systems of objects, events, processes, and ideas (Gilbert & Boulter, 2000). In modeling, extra-linguistic entities like pictures and diagrams assume fundamental roles in the functions of models when they serve to describe, explain, and predict natural phenomena and communicate scientific ideas with others (Buckley & Boulter, 2000; Oh & Oh, 2011; Shen & Confrey, 2007).

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Editorial Advisory Board
Table of Contents
Myint Swe Khine, Issa M. Saleh
Chapter 1
Erin E. Peters Burton
The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in... Sample PDF
Self-Regulated Learning as a Method to Develop Scientific Thinking
Chapter 2
Sara Salloum
This chapter outlines a framework that characterizes science teachers’ practical-moral knowledge utilizing the Aristotelian concept of... Sample PDF
Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers’ Practical-Moral Knowledge
Chapter 3
Hasan Deniz
This chapter explores teachers’ and students’ acceptance and understanding of evolutionary theory by using conceptual ecology (Toulmin, 1972) as a... Sample PDF
Teaching a Socially Controversial Scientific Subject: Evolution
Chapter 4
Meng-Fang Tsai, Syh-Jong Jang
Children start learning science in formal school settings as early as kindergarten ages. Scientific literacy is an essential component in forming... Sample PDF
A Theoretical and Methodological Approach to Examine Young Learners’ Cognitive Engagement in Science Learning
Chapter 5
Douglas Clark, Pratim Sengupta
There is now growing consensus that K12 science education needs to focus on core epistemic and representational practices of scientific inquiry... Sample PDF
Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education
Chapter 6
Todd Campbell, Phil Seok Oh, Drew Neilson
It has been declared that practicing science is aptly described as making, using, testing, and revising models. Modeling has also emerged as an... Sample PDF
Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms
Chapter 7
M. Shane Tutwiler, Tina Grotzer
Demonstration and simulation have long been integral parts of science education. These pedagogical tools are especially helpful when trying to make... Sample PDF
Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of “Next Generation” Science: Facilitating Student Understanding of Complex Causal Dynamics
Chapter 8
Mario M. Martinez-Garza, Douglas Clark
Interest in game-based learning has grown dramatically over the past decade. Thus far, most of the focus has not included the role of teachers. This... Sample PDF
Teachers and Teaching in Game-Based Learning Theory and Practice
Chapter 9
Renee M. Clary, James H. Wandersee
The focus of this chapter is an exploration of integrated geology and biology learning—from past to present. The chapter explains why active and... Sample PDF
Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology
Chapter 10
Angela M. Kelly
Numerous reform efforts in STEM education have been targeted towards increasing the number of qualified STEM professionals in the U.S., which... Sample PDF
Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences
Chapter 11
Lisa A. Gross, Joy James, Eric Frauman
Research in Environmental Socialization (ES) and the impact of significant life experiences suggest that childhood play in outdoor environments... Sample PDF
Rooted in Teaching: Does Environmental Socialization Impact Teachers’ Interest in Science-Related Topics?
Chapter 12
Matthew J. Benus, Morgan B. Yarker, Brian M. Hand, Lori A. Norton-Meier
This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science... Sample PDF
Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue
Chapter 13
Edward G. Lyon
The recent release of science education documents such as A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas... Sample PDF
Next Generation Science Assessment: Putting Research into Classroom Practice
Chapter 14
Danielle E. Dani, Sara Salloum, Rola Khishfe, Saouma BouJaoude
Twentieth century curricula are no longer sufficient to prepare students for life and work in today’s diverse, fast-paced, technologically driven... Sample PDF
A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education
Chapter 15
Jeff C. Marshall
For the last decade or so there has been a huge push to incorporate best practice into the classroom. For science, this includes bringing effective... Sample PDF
Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms
About the Contributors