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|Title:||Identifying Discrepant Events as a Strategy to Improve Critical Thinking About Scientific Models in a Heat Transfer Unit in Middle-School|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Fuhrmann, T., Bar, C., & Blikstein, P. (2020). Identifying Discrepant Events as a Strategy to Improve Critical Thinking About Scientific Models in a Heat Transfer Unit in Middle-School. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 1031-1038). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||The Next Generation Science Standards (NGSS) define “using and developing models” as an essential science and engineering practice. In a week-long science unit using the Bifocal Modeling approach, students perform hands-on experiments, design models and finally interact and compare real data with computational models. In this paper, we describe the Bifocal Modeling unit of heat conduction that took place in a low socio-economic background 5th-grade class. We present the instructional sequence and demonstrate a significant increase in content knowledge as well as improved modeling skills. We illustrate how this technology-based framework promotes learning while improving inquiry and specifically modeling skills and critical thinking regarding models.|
|Appears in Collections:||ICLS 2020|
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