TY - GEN
T1 - Mediating Students' Scientific Argumentation to Support Model Revision
AU - Zhou, Jinzhi
AU - Hmelo-Silver, Cindy E.
AU - Danish, Joshua
AU - Ryan, Zachary
AU - Stiso, Christina
AU - Gonzalez, Chris Cruz
AU - Duncan, Ravit Golan
AU - Chinn, Clark A.
AU - Murphy, Danielle
N1 - Funding Information:
This work was supported by the National Science Foundation (Grant No. DRL-1761019 and DRL-1760909).
Publisher Copyright:
© ISLS.
PY - 2022
Y1 - 2022
N2 - Scientific argumentation and modeling are both core practices in learning science. However, they are challenging for students without support. There are limited studies on how engaging students in argumentation and modeling might be mutually supportive. Inquiring about their relations may inform educators of creating a learning environment to encourage both practices to foster learning complex systems. This study aims to explore how fifth 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 (Model and Evidence Mapping Environment), evidence resources, peer comments, and other mediators influenced students in learning about aquatic ecosystems through developing a model. Both groups that we examined constructed strong arguments and developed good models, but the mediators played different roles in helping them be successful.
AB - Scientific argumentation and modeling are both core practices in learning science. However, they are challenging for students without support. There are limited studies on how engaging students in argumentation and modeling might be mutually supportive. Inquiring about their relations may inform educators of creating a learning environment to encourage both practices to foster learning complex systems. This study aims to explore how fifth 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 (Model and Evidence Mapping Environment), evidence resources, peer comments, and other mediators influenced students in learning about aquatic ecosystems through developing a model. Both groups that we examined constructed strong arguments and developed good models, but the mediators played different roles in helping them be successful.
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M3 - Conference contribution
AN - SCOPUS:85145566793
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 107
EP - 114
BT - International Collaboration toward Educational Innovation for All
A2 - Weinberger, Armin
A2 - Chen, Wenli
A2 - Hernandez-Leo, Davinia
A2 - Chen, Bodong
PB - International Society of the Learning Sciences (ISLS)
T2 - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022
Y2 - 6 June 2022 through 10 June 2022
ER -