Students’ Justifications for Epistemic Criteria for Good Scientific Models

Scientists use epistemic criteria to evaluate products of scientific inquiry, such as models. Engaging students with epistemic considerations as part of scientific practice is a growing focus of science education. Recent research has shown that students are able to identify and describe criteria for good scientific models. However, we know little about how students reason about and justify why specific criteria are important and which criteria are more important. In this study we explore these questions using data from interviews with 5^th grade students. Interviews were conducted after a five-week model-based inquiry intervention and focused on students’ reasoning about a set of criteria for good models developed by the class. Our findings illustrate the array of justifications provided regarding the importance of different criteria in their own right and relative to other criteria. We discuss implications for supporting students’ use and evaluation of epistemic criteria in scientific practice.