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Abstract Title: Analyzing the role of evidence in the model revision process.
Abstract: The Next Generation Science Standards promote modeling as an important scientific practice. However, instruction often leads students to create models of phenomena that lack mechanistic thinking and explanatory power. To better understand how students develop scientific models and how they use evidence to revise their models, this study compares cases of model revision from a 7th grade a unit on magnetism. Audio and video recordings of small groups and copies of student work were collected across multiple phases of instruction and coded using an existing framework for mechanistic reasoning with additional codes for students' uses of evidence. Results indicate that the individual and group models were pervasively mechanistic but that students used evidence to support their reasoning during unexpected moments in instruction. This presentation includes the analysis, instructional materials, and copies of student work for the audience to examine and discuss.
Abstract Type: Juried Talk
Parallel Session: Juried Talks II
Session Time: Parallel Sessions Cluster II
Room: Soldier Creek

Author/Organizer Information

Primary Contact: Sarah K. Braden
Utah State University
Co-Author(s)
and Co-Presenter(s)
Lauren Barth-Cohen