Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8835
Title: Students' Ideas About Evidentiary Fit and Its Role in Modeling Practice
Authors: Murphy, Danielle
Chinn, Clark A.
Duncan, Ravit Golan
Danish, Joshua
Hmelo-Silver, Cindy E.
Ryan, Zach
Zhou, Jinzhi
Stiso, Christina
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Murphy, D., Chinn, C. A., Duncan, R. G., Danish, J., Hmelo-Silver, C. E., Ryan, Z., Zhou, J., & Stiso, C. (2022). Students' ideas about evidentiary fit and its role in modeling practice. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 519-526). International Society of the Learning Sciences.
Abstract: A core aspect of scientific inquiry is developing and revising models. This practice is supported by shared epistemic criteria to evaluate the “goodness” of models (and other epistemic products). A prominent criterion used by scientists is evidential fit. The use of epistemic criteria is gaining traction in science education; however, there is a gap in the research about the extent to which students view evidential fit as a central epistemic criterion of scientific models and what sense they make of the role of evidence in modeling. Using the Grasp of Evidence framework, we examined how students reasoned about evidential fit and its relationship to model goodness. We found that students understood that evidential fit confers accuracy and considered nuances of evidential reasoning, such as relevance and sufficiency. We discuss educational implications of these findings for advancing students’ evidential reasoning with scientific models.
Description: Long Paper
URI: https://dx.doi.org/10.22318/icls2022.519
https://repository.isls.org//handle/1/8835
Appears in Collections:ISLS Annual Meeting 2022

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