Scientific practices through students' eyes: How sixth grade students enact and describe purposes for scientific modeling activities over time

Christina Krist, Brian J. Reiser

Research output: Contribution to journalConference articlepeer-review

Abstract

Recent reforms in science education emphasize engaging students in scientific practices (NRC, 2011). These reforms aim to not only have students doing things scientists do, but to have them doing them with the similar goal of constructing explanatory accounts of the natural world in principled, consistent ways. In this case study, we used a communities-ofpractice framework to analyze how students' perceptions of the epistemological purposes of several classroom activities change over time. We found that students used their everyday experiences in ways that allowed them to engage in and describe modeling practices that contributed to their classroom's knowledge building goal. In addition, we found that students' articulations of that goal became more epistemologically sophisticated over time. Our analysis provides insights on how students productively use everyday experiences in scientific practices and offers suggestions for how to rethink learning progressions to account for students' perceptions of their modeling practices.

Original languageEnglish (US)
Pages (from-to)270-277
Number of pages8
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume1
Issue numberJanuary
StatePublished - 2014
Externally publishedYes
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: Jun 23 2014Jun 27 2014

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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