Christina V. Schwarz

TL;DR: In this paper, the authors present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners, including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice.

TL;DR: The Model-Enhanced ThinkerTools (METT) curriculum as discussed by the authors is an inquiry-oriented physics curriculum for middle school students in which they learn about the nature of scientific models and engage in the process of modeling.

TL;DR: The Epistemologies in Practice (EIP) framework as discussed by the authors ) is a framework for characterizing how students can engage meaningfully in scientific practices, emphasizing the students' epistemic goals for their knowledge construction work and their epistemic understandings of how to engage in that work.

TL;DR: The authors studied the effect of using a guided inquiry and modeling instructional framework (EIMA) and accompanying science methods instruction on preservice elementary teachers' science lesson design skills, scientific model use, and teaching orientations.

TL;DR: In this paper, the authors report on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around these problems of practice through modeling-centered scientific inquiry.