National Science Education Standards

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Taking Science To School Learning And Teaching Science In Grades K 8

A Framework for K-12 Science Education

Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere

Students' understanding of the nature and purpose of models

Elementary teachers play a crucial role in supporting and scaffolding students’ model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers’ learning to foster model-centered, science learning environments. To address this need, we conducted an exploratory multiple-case study using qualitative research methods to investigate six 3rd-grade teachers’ pedagogical reasoning and classroom instruction around modeling practices (construct, use, evaluate, and revise) and epistemic considerations of scientific modeling (generality/abstraction, evidence, mechanism, and audience). Study findings show that all teachers emphasized a subset of modeling practices—construction and use—and the epistemic consideration of generality/abstraction. There was observable consistency between teachers’ articulated conceptions of scientific modeling and their classroom practices. Results also show a subset of...

Fostering Third-Grade Students’ Use of Scientific Models with the Water Cycle: Elementary teachers’ conceptions and practices

Scientific modelling is a key practice in which K-12 students should engage to begin developing robust conceptual understanding of natural systems, including water. However, little past research has explored primary students’ learning about groundwater, engagement in scientific modelling, and/or the ways in which teachers conceptualise and cultivate model-based science learning environments. We are engaged in a multi-year project designed to support 3rd-grade students’ formulation of model-based explanations (MBE) for hydrologic phenomenon, including groundwater, through curricular and instructional support. In this quasi-experimental comparative study of five 3rd-grade classrooms, we present findings from analysis of students’ MBE generated as part of experiencing a baseline curricular intervention (Year 1) and a modelling-enhanced curricular intervention (Year 2). Findings show that students experiencing the latter version of the unit made significant gains in both conceptual understanding and r...

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Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention

Research and Teaching: Undergraduate Students' Scientifically Informed Decision Making about Socio-Hydrological Issues.

To develop students’ capacity for science and to engage them productively in science and engineering practices, science education reform efforts have focused on supporting teachers’ develop...

Tina Vo

Papers

Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere

Fostering Third-Grade Students’ Use of Scientific Models with the Water Cycle: Elementary teachers’ conceptions and practices

Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention

Research and Teaching: Undergraduate Students' Scientifically Informed Decision Making about Socio-Hydrological Issues.

Longitudinal investigation of primary inservice teachers’ modelling the hydrological phenomena