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Title: Students’ Conceptualizations of the Role of Evidence in Modeling
Authors: Av-Shalom, Na’ama Y.
Duncan, Ravit Golan
Chinn, Clark A.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Av-Shalom, N. Y., Duncan, R. G., & Chinn, C. A. (2021). Students’ Conceptualizations of the Role of Evidence in Modeling. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 291-298). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Modeling is a central scientific practice and is important for students to engage in and understand. Middle school students are able to identify scientifically appropriate criteria for evaluating model goodness, but struggle to prioritize a key criterion: fit with evidence. Although many studies have explored students’ use of evidence, less is known about how students conceptualize the role of evidence in modeling, or reason about the importance of fit with evidence compared to other criteria. In this study we explored students’ conceptualizations of the relationship between evidence and models by analyzing students’ reasoning about criteria for good models. The results suggest that students conceptualize evidence in three ways: as a communication tool, as a way to determine accuracy, and as a way to determine accuracy mediated through inference. These findings can guide educators to facilitate classroom discussions that develop students’ understanding about the epistemic nature of evidence.
Appears in Collections:ISLS Annual Meeting 2021

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