Integrating Physical and Virtual Models in Biology: A Study of Students’ Reasoning While Solving a Design Challenge

Abstract

Using models to explain phenomena is important in science. Virtual and physical models have different affordances that can be integrated to foster students’ learning. Integrating evidence from multiple models to justify explanations is challenging, and we know little about how students coordinate such information, especially in biology. This study investigated how students’ integrated information from virtual and physical models in a design-based, biology curriculum. Some students used information from virtual simulations in written explanations of changes they would make to their physical models. However, one-third of students did not use the virtual model to justify their revisions, despite prompts from instructional materials, the teacher, and other group members. Even some students who integrated these different models did not initially do this without support from external prompts. This study provided deeper understanding of how students integrated physical and virtual models, which can help identify the kinds of support students may need.