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1. A Model of Scientific Communication

   https://doi.org/10.3982/ECTA18155  

   Andrews, Isaiah; Shapiro, Jesse M. (January 2021, Econometrica)

   We propose a positive model of empirical science in which an analyst makes a report to an audience after observing some data. Agents in the audience may differ in their beliefs or objectives, and may therefore update or act differently following a given report. We contrast the proposed model with a classical model of statistics in which the report directly determines the payoff. We identify settings in which the predictions of the proposed model differ from those of the classical model, and seem to better match practice. 

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2. A Model of Scientific Communication

   Andrews, Isaiah; Gentzkow, Matthew; Shapiro, M. Jesse (January 2020, Econometrica)

   null (Ed.)
3. Scientific Model Evaluation During a Gallery Walk

   Danish, J. (January 2021, Annual Meeting of the International Society of the Learning Sciences (ISLS))

   null (Ed.)

   Students in science education struggle with creating and iteratively revising models based on evidence. We report on an implementation of a “gallery walk” activity where 5th grade students used the Model and Evidence Mapping Environment (MEME) software tool to develop and then critique each other’s models of an algal bloom. MEME was designed to support students in creating visual models organized around the components and mechanisms of the target phenomena, linking evidence to those models, and then providing and responding to comments on the specific features of the model. Findings illustrate how this was a productive environment for students to make their ideas about modeling criteria visible, and how their ideas cut across normative dimensions of modeling expertise. 

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4. Mediating Students’ Scientific Argumentation to Support Model Revision

   Zhou, J. Hmelo-Silver; C. E.; Danish, J.; Ryan, Z.; Cruz Gonzalez, C.; Duncan, R. G.; Chinn, C. A.; Murphy D. (July 2022, Computersupported collaborative learning)

   A. Weinberger; W. Chen; D.Hernández-Leo; D., B. Chen (Ed.)

   Scientific argumentation and modeling are both core practices in learning and doing science. However, they are challenging for students. Although there is considerable literature about scientific argumentation or modeling practice in K-12 science, there are limited studies on how engaging students in modeling and scientific argumentation might be mutually supportive. This study aims to explore how 5th 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 – MEME (Model and Evidence Mapping Environment), provided evidence, peer comments, and other mediators influenced students in learning about aquatic ecosystems through developing a model. While both groups that we examined constructed strong arguments and developed good models, we show how the mediators played different roles in helping them be successful. 

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5. What a Scientific Language Model Knows and Doesn't Know about Chemistry

   Zhao, Lawrence; Edwards, Carl; Ji, Heng (October 2023, NeurIPS/OpenReview.net)