Abstract
The development of scientific reasoning competencies is a key goal of science education. To better understand the complex construct of scientific reasoning, which includes modeling as one style of reasoning, thorough investigations of the underlying processes are needed. Therefore, in this study, a typology of preservice science teachers’ modeling strategies was developed. Thirty-two preservice science teachers were videotaped while engaging in the modeling task of investigating a black box. Following a qualitative content analysis, sequences of modeling activities were identified. By transforming these sequences of modeling activities into state transition graphs, six types of modeling strategies were derived, differing in the homogeneity and complexity of their modeling processes. The preservice science teachers engaged in activities of (1) exploration only; (2a) exploration and development with a focus on development; (2b) exploration and development with a focus on exploration; (2c) exploration and development, balanced; (3a) exploration, development, and drawing predictions from a model once; or (3b) exploration, development, and repeatedly drawing predictions from a model. Finally, this typology is discussed regarding the process of its development and its potential to inform and guide further research as well as the development of interventions aiming to foster competencies in scientific modeling.
Highlights
The development of scientific reasoning competencies is considered a key goal of twenty-first century education (Osborne 2013), as those competencies are required for active participation in science- and technology-centered societies
The present study focuses on the style of hypothetical modeling and adds to the research on scientific reasoning, by presenting a process-oriented analysis of preservice science teachers’ strategies in the process of scientific modeling
Modeling is seen as a central practice of scientific reasoning (e.g., Clement 2000; Gilbert 2004) and is highlighted in curricular documents as a core scientific practice (e.g., NGSS Lead States 2013)
Summary
The development of scientific reasoning competencies is considered a key goal of twenty-first century education (Osborne 2013), as those competencies are required for active participation in science- and technology-centered societies. To support the development of students’ competencies, preservice science teachers need to obtain scientific reasoning competencies as part of their professional competencies (Khan and Krell 2009; Mathesius et al 2016) These scientific reasoning competencies can be defined as “a complex construct, which encompass[es] the abilities needed for scientific problem solving as well as to reflect on this process at a meta-level” 2; cf Morris et al 2012), including generic cognitive abilities, such as the use of analogies and decision making (Nersessian 2002), and the ability to apply content, procedural, and epistemic knowledge for problem solving (Kind and Osborne 2017) In line with this definition, research on scientific reasoning competencies is a complex matter, leading to a high diversity of studies concentrating on different contexts and foci and, using different theoretical frameworks and methodical approaches (Koslowski 2013; Rönnebeck et al 2016). The present study focuses on the style of hypothetical modeling and adds to the research on scientific reasoning, by presenting a process-oriented analysis of preservice science teachers’ strategies in the process of scientific modeling
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