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Despite its proven added value, Modeling-based Learning (MbL) in science is not commonly incorporated into early grades science education. Following a growing body of research on using MbL in early grades, this multi-case study seeks to provide detailed descriptions of the implementation of MbL with 3 groups of pre-K children engaged in the study of three different phenomena, taught by 3 different teachers participating in a professional development program of pre-school science education. Findings across the different cases suggest that these pre-school children successfully engaged in authentic MbL activities and developed several different types of models using knowledge and experiences, as well as a variety of features of both analogical and mechanistic reasoning, agreeing with prior research of MbL with pre-school children. I use this evidence to argue that (a) different modeling/representation tools may afford different learning opportunities; (b) preschool children have modeling resources that can use in order to utilize different modeling/representation tools using MbL in natural ways of young children learning (e.g., playing). I also discuss implications related to the notion that educators may find it productive to choose among these tools depending on the children’s prior modeling experiences and the mechanism(s) to be represented.
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Promoting the role of data and scientific models in students’ argumentation on socio-scientific issues through communication scaffolds.
1. Promoting the role of data and scientific models in students’ argumentation
on socio-scientific issues through communication scaffolds
Anna Marbà-Tallada1
, Jordi Domènech-Casal 1,2
1
Departament de Didàctica de les Matemàtiques i les Ciències Experimentals, Universitat Autònoma de Barcelona, UAB ;
2
INS Marta Estrada, Granollers (Barcelona).
This poster, and the proposed scaffolds are
available at: https://wp.me/p25seH-yn
ACKNOWLEDGEMENTS
RESSOURCES | DOWNLOADS
This research was funded by the Spanish
Government (grant number EDU2015-66643-
C2-1-P) and carried out within the ACELEC
research group, aknowledged by the Catalan
Government (grant number 2017SGR1399).
The authors acknowledge to students and
teachers participating in the study their
collaboration.
#Socio-Scientific Issues #Model #Context #Argumentation #Essays #Assessment #Rubric
REFERENCES
● Domènech-Casal, J. (2018). Comprender, Decidir y Actuar: una propuesta-marco de Competencia Científica para la Ciudadanía. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 15 (1), 1105.
● Domènech-Casal, J. (in edition). Contexto y Modelo en el Aprendizaje Basado en Proyectos. Apuntes para el ámbito científico. Alambique, Didáctica de las Ciencias Experimentales.
● Domènech-Calvet, A-M., Márquez C., Marbà- Tallada, A., Roca, M. (2015) La medicalización de la sociedad, un contexto para promover el desarrollo y uso de conocimientos científicos sobre el cuerpo humano. Enseñanza de las
Ciencias, 33(1), 101-125.
● Gilbert, J.K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976.
● Kolstø, S. D. (2001). Scientific Literacy for Citizenship: Tools for Dealing with the Science Dimension of Controversial Socioscientific Issues. Science Education, 85(3), 291-310.
● Lawrence J., White C. & Snow C. (2010). The words students need. Educational Leadership 68 (2), 22–26.
● Lemke, Jay L. (1989). Using Language in the Classroom. Oxford: Oxford University Press. [Deakin University Press 1985].
● Sadler, T. D. (2011). Situating Socio-scientific Issues in Classrooms as a Means of Achieving Goals of Science Education, en Sadler, T. D. (Ed.) Socio-scientific Issues in the Classroom: Teaching, learning and research (pp. 1-9).
Netherlands: Springer.
INTRODUCTION
The development of scientific competence implies not only mastering scientific concepts (water cycle, heredity...)
but also being able to transfer it to take decisions in real contexts and situations participated by science.
Socio-Scientific Issues (SSI) (vaccines, transgenics,…) are social dilemmas where scientific models, personal
values and community, economic and cultural factors are bound. Teaching sciences by using SSI as a context has
been claimed by several authors as a method to deepen in understanding of scientific concepts, and promote
scientific skills as argumentation and data analysis.
In this experience, we explore essay-writing strategies to improve students abilities to include context and scientific
concepts in SSI argumentations. Our learning strategy rely on:
●
Linguistic scaffolding has been proposed by several authors as a way to improve and assess high-order cognitive
skills as comparison, justification and argumentation.
●
Specific attention to scientific vocabulary linked to a dilemma is a key aspect to an adequate deepening in
scientific concepts.
We have developed and tested several linguistic scaffolds and assessment tools to improve and measure the
development of argumentation skills in students in SSI.
Institut
Marta
Estrada
#
CONCLUSIONS
●
Using linguistic scaffolds and assessing specific argumentation abilities in students' essays improve
student's ability to use key vocabulary, scientific concepts for argumentation.
●
Discurse structure and use of Data and Context show lower benefits from the scaffolding strategy.
METHODS
RESULTS
Dilemma ScientificModels Vocabulary
Dilemma 1“Should police applicants pass
genetic tests about their genetic inclination
to violence?”
Genetic
determinism
Genotype
Phenotype
Genetic linkage
Multifactorial characters
Dilemma 2 “Should we authorize grooving
medical transgenic mays displacing a local
traditional crop?”
Transgenesis Transgenic
Ecologic farming
Endemic species
Metabolic diseases
10 5 0
Key
Vocabulary
4-5 specific scientific
vocabulary terms are used in
pertinent ways and help to
make the essay
understandable. Vocabulary
is clarified through
periphrasis or stablishing
relationships with other
terms.
2-3 specific scientific
vocabulary terms related to
the topic are used.
Rest of specific terms are
not present or their
relationship with the
argument remains unclear.
Only one or none of the
specific vocabulary
terms are used in the
essay.
Scientific
Models
The scientific concepts are
well connected to the
dilemma and used to give
sense to the data.
The scientific concepts are
mentioned but not used in
argumentation, which is
based mainly in other
aspects of the dilemma.
The scientific concepts
are not mentioned ited
in any way.
Data and
Context
At least 2 data (numbers,
stats,...) and some examples
are used in the
argumentation.
Some examples from real
life (not data) are used to
make clear some ideas.
No examples nor data
participate in the text,
Argumentation Grammar Connectors (so, as
a consequence, however,
because,...) are used, and
ideas are coherent. Uses
emphasis and puntuation to
remark ideas. Includes and
neutralizes opposite
arguments.
Some Grammar Connectors
used, but the text is mainly
a description.
No Grammar
Connectors for
Argumentation. The
text is a description.
Discourse
Structure
Global structure is correct
(Tittle, Sub-Tittle, Data,
Argumentation, Conclusions)
and each section develops its
function in the text. No
internal contradictions.
Some sections include ideas
that should be placed
elsewhere. Some ideas are
not well aligned with the
position the text promotes.
Text completely
disconnected. It is
difficult to identify a
direction in the text.
There are internal
contradictions.
Proposing 2 SSI
We have developed several linguistic scaffolds and used it to
teach and assess the abilities of 36 15-years-old students to use
data, scientific concepts and vocabulary in argumentation. We
have applied the scaffolds on to SSI and assessed the results on
student's essays.
Aplying linguistic scaffolds
Frames and Phrase initiators to write the essay.
1
2
3
Dilemma 1 Critic Reading
scaffolding
Debate
scaffolding
Writing an essay
scaffolding
1st essay
Dilemma 2 2nd essay
Assessing students ability to use context and
scientific models for argumentation in essays
McLeares Rubric (created ad hoc)
RESULTS
Calculated mean of students qualifications for each section of the linguistic McLeares rubric for 1st
and 2on essay.
Students’ abilities to use scientific concepts or data at the initial step were very low (in blue). Main argumentation
errors of students has been using opinions as data and building argumentations only from personal motivations
and values, not using scientific models nor data. After feed-back with the linguistic rubric, in the 2on essay
students increased mainly their abilities of argumentation, using scientific concepts and using key vocabulary (in
red).
Critic Reading
Scaffold
Debate
Scaffold
Essay-writing
Scaffolds
McLeares
Rubric
Critic Reading
scaffolding
Debate
scaffolding
Writing an essay
scaffolding
![Promoting the role of data and scientific models in students’ argumentation
on socio-scientific issues through communication scaffolds
Anna Marbà-Tallada1
, Jordi Domènech-Casal 1,2
1
Departament de Didàctica de les Matemàtiques i les Ciències Experimentals, Universitat Autònoma de Barcelona, UAB ;
2
INS Marta Estrada, Granollers (Barcelona).
This poster, and the proposed scaffolds are
available at: https://wp.me/p25seH-yn
ACKNOWLEDGEMENTS
RESSOURCES | DOWNLOADS
This research was funded by the Spanish
Government (grant number EDU2015-66643-
C2-1-P) and carried out within the ACELEC
research group, aknowledged by the Catalan
Government (grant number 2017SGR1399).
The authors acknowledge to students and
teachers participating in the study their
collaboration.
#Socio-Scientific Issues #Model #Context #Argumentation #Essays #Assessment #Rubric
REFERENCES
● Domènech-Casal, J. (2018). Comprender, Decidir y Actuar: una propuesta-marco de Competencia Científica para la Ciudadanía. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 15 (1), 1105.
● Domènech-Casal, J. (in edition). Contexto y Modelo en el Aprendizaje Basado en Proyectos. Apuntes para el ámbito científico. Alambique, Didáctica de las Ciencias Experimentales.
● Domènech-Calvet, A-M., Márquez C., Marbà- Tallada, A., Roca, M. (2015) La medicalización de la sociedad, un contexto para promover el desarrollo y uso de conocimientos científicos sobre el cuerpo humano. Enseñanza de las
Ciencias, 33(1), 101-125.
● Gilbert, J.K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976.
● Kolstø, S. D. (2001). Scientific Literacy for Citizenship: Tools for Dealing with the Science Dimension of Controversial Socioscientific Issues. Science Education, 85(3), 291-310.
● Lawrence J., White C. & Snow C. (2010). The words students need. Educational Leadership 68 (2), 22–26.
● Lemke, Jay L. (1989). Using Language in the Classroom. Oxford: Oxford University Press. [Deakin University Press 1985].
● Sadler, T. D. (2011). Situating Socio-scientific Issues in Classrooms as a Means of Achieving Goals of Science Education, en Sadler, T. D. (Ed.) Socio-scientific Issues in the Classroom: Teaching, learning and research (pp. 1-9).
Netherlands: Springer.
INTRODUCTION
The development of scientific competence implies not only mastering scientific concepts (water cycle, heredity...)
but also being able to transfer it to take decisions in real contexts and situations participated by science.
Socio-Scientific Issues (SSI) (vaccines, transgenics,…) are social dilemmas where scientific models, personal
values and community, economic and cultural factors are bound. Teaching sciences by using SSI as a context has
been claimed by several authors as a method to deepen in understanding of scientific concepts, and promote
scientific skills as argumentation and data analysis.
In this experience, we explore essay-writing strategies to improve students abilities to include context and scientific
concepts in SSI argumentations. Our learning strategy rely on:
●
Linguistic scaffolding has been proposed by several authors as a way to improve and assess high-order cognitive
skills as comparison, justification and argumentation.
●
Specific attention to scientific vocabulary linked to a dilemma is a key aspect to an adequate deepening in
scientific concepts.
We have developed and tested several linguistic scaffolds and assessment tools to improve and measure the
development of argumentation skills in students in SSI.
Institut
Marta
Estrada
#
CONCLUSIONS
●
Using linguistic scaffolds and assessing specific argumentation abilities in students' essays improve
student's ability to use key vocabulary, scientific concepts for argumentation.
●
Discurse structure and use of Data and Context show lower benefits from the scaffolding strategy.
METHODS
RESULTS
Dilemma ScientificModels Vocabulary
Dilemma 1“Should police applicants pass
genetic tests about their genetic inclination
to violence?”
Genetic
determinism
Genotype
Phenotype
Genetic linkage
Multifactorial characters
Dilemma 2 “Should we authorize grooving
medical transgenic mays displacing a local
traditional crop?”
Transgenesis Transgenic
Ecologic farming
Endemic species
Metabolic diseases
10 5 0
Key
Vocabulary
4-5 specific scientific
vocabulary terms are used in
pertinent ways and help to
make the essay
understandable. Vocabulary
is clarified through
periphrasis or stablishing
relationships with other
terms.
2-3 specific scientific
vocabulary terms related to
the topic are used.
Rest of specific terms are
not present or their
relationship with the
argument remains unclear.
Only one or none of the
specific vocabulary
terms are used in the
essay.
Scientific
Models
The scientific concepts are
well connected to the
dilemma and used to give
sense to the data.
The scientific concepts are
mentioned but not used in
argumentation, which is
based mainly in other
aspects of the dilemma.
The scientific concepts
are not mentioned ited
in any way.
Data and
Context
At least 2 data (numbers,
stats,...) and some examples
are used in the
argumentation.
Some examples from real
life (not data) are used to
make clear some ideas.
No examples nor data
participate in the text,
Argumentation Grammar Connectors (so, as
a consequence, however,
because,...) are used, and
ideas are coherent. Uses
emphasis and puntuation to
remark ideas. Includes and
neutralizes opposite
arguments.
Some Grammar Connectors
used, but the text is mainly
a description.
No Grammar
Connectors for
Argumentation. The
text is a description.
Discourse
Structure
Global structure is correct
(Tittle, Sub-Tittle, Data,
Argumentation, Conclusions)
and each section develops its
function in the text. No
internal contradictions.
Some sections include ideas
that should be placed
elsewhere. Some ideas are
not well aligned with the
position the text promotes.
Text completely
disconnected. It is
difficult to identify a
direction in the text.
There are internal
contradictions.
Proposing 2 SSI
We have developed several linguistic scaffolds and used it to
teach and assess the abilities of 36 15-years-old students to use
data, scientific concepts and vocabulary in argumentation. We
have applied the scaffolds on to SSI and assessed the results on
student's essays.
Aplying linguistic scaffolds
Frames and Phrase initiators to write the essay.
1
2
3
Dilemma 1 Critic Reading
scaffolding
Debate
scaffolding
Writing an essay
scaffolding
1st essay
Dilemma 2 2nd essay
Assessing students ability to use context and
scientific models for argumentation in essays
McLeares Rubric (created ad hoc)
RESULTS
Calculated mean of students qualifications for each section of the linguistic McLeares rubric for 1st
and 2on essay.
Students’ abilities to use scientific concepts or data at the initial step were very low (in blue). Main argumentation
errors of students has been using opinions as data and building argumentations only from personal motivations
and values, not using scientific models nor data. After feed-back with the linguistic rubric, in the 2on essay
students increased mainly their abilities of argumentation, using scientific concepts and using key vocabulary (in
red).
Critic Reading
Scaffold
Debate
Scaffold
Essay-writing
Scaffolds
McLeares
Rubric
Critic Reading
scaffolding
Debate
scaffolding
Writing an essay
scaffolding](https://image.slidesharecdn.com/postercsc-180609210038/85/Promoting-the-role-of-data-and-scientific-models-in-students-argumentation-on-socio-scientific-issues-through-communication-scaffolds-1-320.jpg)
