Advanced SearchSearch Tips
The Change in Modeling Ability of Science-Gifted Students through the Co-construction of Scientific Model
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Change in Modeling Ability of Science-Gifted Students through the Co-construction of Scientific Model
Park, Hee-Kyung; Choi, Jong-Rim; Kim, Chan-Jong; Kim, Heui-Baik; Yoo, Junehee; Jang, Shinho; Choe, Seung-Urn;
  PDF(new window)
The purpose of this study is to investigate the changes of students` modeling ability in terms of `meta-modeling knowledge` and `modeling practice` through co-construction of scientific model. Co-construction of scientific model instructions about astronomy were given to 41 middle-school students. The students were given a before and after instruction modeling ability tests. The results show that students` `meta-modeling knowledge` has changed into a more scientifically advanced thinking about models and modeling after the instruction. Students were able to be aware that `they could express their thoughts using models`, `many models could be used to explain a single phenomena` and `scientific models may change` through co-construction modeling process. The change in the `modeling practice` of the students was divided into four cases (the level improving, the level lowering, the high-level maintaining, the low-level maintaining) depending on the change of pre-posttest levels. The modeling practice level of most students has improved through the instruction. These changes were influenced by co-construction process that provides opportunities to compete and compare their models to other models. Meanwhile, the modeling practice level of few students has lowered or maintained low level. Science score of these students at school was relatively high and they thought that the goal of learning is to get a higher score in exams by finding the correct answer. This means that students who were kept well under traditional instruction may feel harder to adapt to co-construction of scientific model instruction, which focuses more on the process of constructing knowledge based on evidences.
model;Co-construction of scientific model;Modeling ability;Meta-modeling knowledge;Modeling practice;
 Cited by
Anderson, C. W. (2007). Perspectives on science learning. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education. (pp. 3-30). New Jersey: Lawrence Erlbaum Associates.

Anderson, D., Lucas, K. B., & Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching, 40(2), 177-199. crossref(new window)

Baek, H. (2013). Tracing fifth-grade students' epistemologies in modeling through their participation in a model-based curriculum unit (Doctoral Dissertations). Michigan State University, USA.

Baek, H., Schwarz, C. V., Chen, J., Hokayem, H., & Zhan, L. (2011). Engaging elementary students in scientific modeling: The MoDeLS fifth-grade approach and findings. In Models and modeling (pp. 195-218). Springer Netherlands.

Bamberger, Y. M., & Davis, E. A. (2013). Middle-school science students' scientific modelling performances across content areas and within a learning progression. International Journal of Science Education, 35(2), 213-238. crossref(new window)

Cartier, J., Rudolph, J., & Stewart, J. (2001). The nature and structure of scientific models. National Center for Improving Student Learning and Achievement in Mathematics and Science.

Chang, H. Y., Quintana, C., & Krajcik, J. S. (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94(1), 73-94.

Chang, S. N. (2008). The learning effect of modeling ability instruction. Asia-Pacific Forum on Science Learning and Teaching, 9(2), 1-21.

Chittleborough, G. D., Treagust, D. F., Mamiala, T. L., & Mocerino, M. (2005). Students' perceptions of the role of models in the process of science and in the process of learning. Research in Science & Technological Education, 23(2), 195-212. crossref(new window)

Cho, Y. (2013). A study of transforming pre-service teacher education in postmodern perspectives: Logic and ethics of deconstruction and reconstruction. The Journal of Korean Teacher Education, 30(4), 139-162. crossref(new window)

Clement, J. (1989). Learning via model construction and criticism (pp. 341-381). Springer US.

Clement, J. (2008). Student/teacher co-construction of visualizable models in large group discussion. In J. J. Clement, & M. A. Rea-Ramirez (Eds.) Model based learning and instruction in science. (pp. 203-243). NY: Springer.

Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science teaching, 28(9), 799-822. crossref(new window)

Halloun, I. (2006). Modeling theory in science education. Dordrecht: Springer.

Ham, D. (2012). The process of students' model evolution through peer-centered interaction in model construction class of the astronomy domain (Unpublished master thesis). Seoul National University, Seoul.

Harlow, D. B. (2010). Structures and improvisation for inquiry-based science instruction: A teacher's adaptation of a model of magnetism activity. Science Education, 94(1), 142-163.

Hestenes, D. (2006). Notes for a modelling theory of science, cognition and instruction. In E. Berg, T. Ellermeijer, and O. Slooten (Eds.) Proceedings GIREP Conference 2006; Modelling in physics and physics education (pp. 34-65). Amsterdam: University of Amsterdam.

Hestenes, D. (2010). Modeling theory for math and science education. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students' mathematical modeling competencies (pp.13-42). NY: Springer.

Hokayem, H., & Schwarz, C. (2014). Engaging fifth graders in scientific modeling to learn about evaporation and condensation. International Journal of Science and Mathematics Education, 12(1), 49-72. crossref(new window)

Kang, E., Kim, C., Choe, S., Yoo, J., Park, H., Lee, S., & Kim, H. (2012). Small group interaction and norms in the process of constructing a model for blood flow in the heart. Journal of The Korean Association For Science Education, 32(2), 372-387. crossref(new window)

Kim, D., & Son, W. (2005). A study on building school community based on learning community. The Journal of Curriculum Studies, 23(4), 131-155.

Kim, S., Maeng, S., Cha, H., Kim, C., & Choe, S. (2013). The contents of practical knowledge realized in two science teachers' classes on social construction of scientific models. Journal of The Korean Association For Science Education, 33(4), 807-825. crossref(new window)

Lee, S., Kim, C., Choe, S., Yoo, J., Park, H., Kang, E., & Kim, H. (2012). Exploring the patterns of group model development about blood flow in the heart and reasoning process by small group interaction. Journal of the Korean Association for Research in Science Education, 32(8), 805-822. crossref(new window)

Lee, T. (2013). Cultural features of middle school students in small group inquiry practices (Unpublished master thesis). Seoul National University, Seoul.

Mendonça, P. C. C., & Justi, R. (2011). Contributions of the model of modelling diagram to the learning of ionic bonding: Analysis of a case study. Research in Science Education, 41(4), 479-503. crossref(new window)

Mendonça, P. C. C., & Justi, R. (2014). An instrument for analyzing arguments produced in modeling-based chemistry lessons. Journal of Research in Science Teaching, 51(2), 192-218. crossref(new window)

Oh, P., & Kim, C. (2005). A theoretical study on abduction as an inquiry method in Earth Science. Journal of the Korean Association for Research in Science Education, 25(5), 610-623.

Oh, P., & Oh, S. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130. crossref(new window)

Park, H., Kim, H., Jang, S., Shim, Y., Kim, C., Kim, H., Yoo, J., Choe, S., & Park, K. (2014). Characteristics of social interaction in scientific modeling instruction on combustion in middle school. Journal of the Korean Chemical Society, 58(4), 393-405. crossref(new window)

Passmore, C., & Stewart, J. (2002). A modeling approach to teaching evolutionary biology in high schools. Journal of Research in Science teaching, 39(3), 185-204. crossref(new window)

Passmore, C., & Svoboda, J. (2012). Exploring opportunities for argumentation in modelling classrooms. International Journal of Science Education, 34(10), 1535-1554. crossref(new window)

Rea-Ramirez, M. A. C., & Nunez-Oviedo, M. C. (2008). An instructional model derived from model construction and criticism theory. In J. J. Clement, & M. A. Rea-Ramirez (Eds.) Model based learning and instruction in science. (pp. 203-243). Springer.

Schwarz, C. V. (2009). Developing preservice elementary teachers' knowledge and practices through modeling-centered scientific inquiry. Science Education, 93(4), 720-744. crossref(new window)

Schwarz, C. V., Reiser, B. J., Fortus, D., Krajcik, J., Roseman, J. E., Willard, T., & Acher, A. (2008). Designing and testing the MoDeLS learning progression. In annual conference of the National Association for Research in Teaching (NARST), Baltimore, MD.

Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Acher, A., Fortus, D. Shwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learner. Journal of Research in Science Teaching, 46(6), 632-654. crossref(new window)

Schwarz, C. V., & White, B. Y. (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205. crossref(new window)

So, Y. (2006). A study on factors affecting effective instruction in the classroom. The Korea Journal of Educational Methodology Studies, 18(1), 1-22.

Toulmin, S. (2003). The uses of argument. 1958. Cambridge: Cambridge UP.

Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2002). Students' understanding of the role of scientific models in learning science. International Journal of Science Education, 24(4), 357-368. crossref(new window)

Waight, N., Liu, X., Gregorius, R. M., Smith, E., & Park, M. (2014). Teacher conceptions and approaches associated with an immersive instructional implementation of computer-based models and assessment in a secondary chemistry classroom. International Journal of Science Education, 36(3), 467-505. crossref(new window)

Yu, H., Ham, D., Cha, H., Kim, M., Kim, H., Yoo, J., Park, H., Kim, C., & Choe, S. (2012). Model creation and model developing process of science gifted students in scientific model constructing class for phase change of the moon. Journal of Gifted/Talented Education, 22(2), 265-290. crossref(new window)