The readings for this week were a selection from chapter 3 of the NGSS Framework, and an article of a study conducted by Schwarz. NGSS Framework encourages scientific and engineering practices to be emphasized in primary and secondary curricula. Modeling should be included as often as possible in instruction plans, and students should be able to use the models to solve problems. Schwarz studied the progression of understanding the creation and use of models in elementary and middle school students.
The Framework recognizes the importance of students learning how science is practiced, but also encourages that engineering practices, such as using scientific knowledge to solve problems, should also be included in the classroom. Modeling is how they suggest teaching students these practices. I agree with this as scientists and engineers use modeling to analyze data and communicate their findings with their respective communities.
Schwarz focuses on the practice of modeling as a scientific tool, but the idea of teaching students how modeling is used in scientific practice is still a major theme in the article. Schwarz talks about how students should learn how to use modeling, not just for explaining phenomenon, but also to predict other systems and events as well. NGSS also includes this idea in the standards. Models can be used to predict other events in the scientific community, and help solve problems in the engineering field.
Last semester we looked at how science is a process of building upon, or revising, prior knowledge. The NGSS and Schwarz readings seem to support this process. Schwarz noticed how students, with the right guidance, progress to understand more about modeling as a tool. NGSS also discusses this, but building of knowledge process seems to be the basis of the curriculum standards in general.
The common theme between the readings seems to be how students should learn how to use models to help them understand concepts and continue building that understanding. Both readings emphasize that the models should not be stagnant after they have been made, but should be revised and improved upon. Even other models can be created, if needed, to help in the progression of understanding. Neither article specifically talks about how modeling should be used in a high school setting. It would be interesting to how Shwarz’s study would have turned out if it was conducted with high school students.
Caitlin,
ReplyDeleteI think the articles did not give specific examples of how modeling should be used in a high school setting because it is usually reserved for older learners. Although I feel like many high school teachers do not use modeling well or to the extent they should, it is still fairly common option used to teach. I think these articles emphasize the importance of starting modeling and getting students familiar with scientific practices at a young age so that it will, like you mention, create a great learning environment where knowledge can be readily built upon. As a future high school teacher, it would be a huge relief if my students can enter the classroom already familiar and proficient with scientific inquiry. I would be able to cover more topics or go more in depth if students are comfortable and prepared to engage in the argumentation practices vital to the science classroom.