SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES

TitleSCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES
Publication TypeJournal Article
Year of Publication2017
AuthorsCheng, M-F, Lin, J-L, Lin, S-Y, Cheng, C-H
JournalJournal of Baltic Science Education
Volume16
Issue2
Start Page207-217
PaginationContinuous
Date PublishedApril/2017
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1236466
Keywordsmagnetism concepts, model development, model evaluation, modeling curriculum, nature of models and modeling, scientific modeling
Abstract

This research explores how scaffolding students’ reflections on scientific modeling criteria influence the students’ views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students’ views on scientific models and the students’ ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school.

URLhttp://oaji.net/articles/2017/987-1497156343.pdf
Refereed DesignationRefereed
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