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Abstract When learning about scientific phenomena, students are expected tomechanisticallyexplain how underlying interactions produce the observable phenomenon andconceptuallyconnect the observed phenomenon to canonical scientific knowledge. This paper investigates how the integration of the complementary processes of designing and refining computational models using real‐world data can support students in developing mechanistic and canonically accurate explanations of diffusion. Specifically, we examine two types of shifts in how students explain diffusion as they create and refine computational models using real‐world data: a shift towards mechanistic reasoning and a shift from noncanonical to canonical explanations. We present descriptive statistics for the whole class as well as three student work examples to illustrate these two shifts as 6th grade students engage in an 8‐day unit on the diffusion of ink in hot and cold water. Our findings show that (1) students develop mechanistic explanations as they build agent‐based models, (2) students' mechanistic reasoning can co‐exist with noncanonical explanations, and (3) students shift their thinking toward canonical explanations after comparing their models against data. These findings could inform the design of modeling tools that support learners in both expressing a diverse range of mechanistic explanations of scientific phenomena and aligning those explanations with canonical science.
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Developing geo-sequential reasoning about tectonic processes using computational simulations
Explaining phenomena associated with a system involves describing a system’s structure and articulating the process through which the system’s structure changes over time. This paper defines geo-sequential reasoning in the context of plate tectonics and uses it to analyse how students explain the geological processes that occur along convergent boundaries as part of the plate tectonics system. This study was part of design- based research on an online Plate tectonics module that included simulation-based modelling developed for secondary school students. We analysed students’ explanations (n=950) about phenomena found along a convergent boundary (1) as an oceanic plate and a continental plate move towards each other and (2) between two oceanic plates located on the opposite side of a tectonic plate from a divergent boundary. We also analysed images created by students of the simulation as evidence to support their explanations. We found that a majority of students used simulation-based evidence when describing the sequence of events along the convergent boundary and that the synced planet surface and cross-section views in the simulation supported students’ inclusion of processes responsible for the events. These findings have implications for how teaching and research with dynamic simulations can support reasoning built with temporal evidence.
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- PAR ID:
- 10422566
- Date Published:
- Journal Name:
- International Journal of Science Education
- ISSN:
- 0950-0693
- Page Range / eLocation ID:
- 1 to 29
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/09500693.2023.2217471
