Mediating Students’ Scientific Argumentation to Support Model Revision

Abstract

Scientific argumentation and modeling are both core practices in learning science. However, they are challenging for students without support. There are limited studies on how engaging students in argumentation and modeling might be mutually supportive. Inquiring about their relations may inform educators of creating a learning environment to encourage both practices to foster learning complex systems. This study aims to explore how fifth graders can be supported by our designed mediators as they engage in argumentation and modeling, in particular, model revision. We implemented a virtual afterschool science club to examine how our modeling tool (Model and Evidence Mapping Environment), evidence resources, peer comments, and other mediators influenced students in learning about aquatic ecosystems through developing a model. Both groups that we examined constructed strong arguments and developed good models, but the mediators played different roles in helping them be successful.