TY - JOUR
T1 - Talking modelling
T2 - examining secondary science teachers’ modelling-related talk during a model-based inquiry unit
AU - Gray, Ron
AU - Rogan-Klyve, Allyson
N1 - Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/7/24
Y1 - 2018/7/24
N2 - This study examines the classroom talk about models and modelling of two secondary science teachers implementing a model-based inquiry instructional unit. The goal was to better understand the opportunities for explicit metamodeling talk in the science classroom. The findings revealed the ways in which they used language to frame the modelling work of the classroom. Instances of modelling talk were identified in classroom videos, and coded using a framework for metamodeling knowledge. Findings revealed that, while instances of metamodeling talk were common, they were largely implicit. This shows that the teachers were aware and knowledgeable about metamodeling ideas (e.g. the nature of models, process of modelling, etc.), but often did not make these ideas explicit to their students. Such findings suggest a trend of focusing on models of phenomena rather than supporting student engagement in the epistemic practice of modelling for reasoning about phenomena. The findings also revealed specific opportunities for explicit metamodeling talk by the teachers including during share-out sessions and the negotiation of explanation criteria. Further implications for classroom practice and research are discussed.
AB - This study examines the classroom talk about models and modelling of two secondary science teachers implementing a model-based inquiry instructional unit. The goal was to better understand the opportunities for explicit metamodeling talk in the science classroom. The findings revealed the ways in which they used language to frame the modelling work of the classroom. Instances of modelling talk were identified in classroom videos, and coded using a framework for metamodeling knowledge. Findings revealed that, while instances of metamodeling talk were common, they were largely implicit. This shows that the teachers were aware and knowledgeable about metamodeling ideas (e.g. the nature of models, process of modelling, etc.), but often did not make these ideas explicit to their students. Such findings suggest a trend of focusing on models of phenomena rather than supporting student engagement in the epistemic practice of modelling for reasoning about phenomena. The findings also revealed specific opportunities for explicit metamodeling talk by the teachers including during share-out sessions and the negotiation of explanation criteria. Further implications for classroom practice and research are discussed.
KW - Modelling
KW - metamodeling knowledge
KW - model-based inquiry
KW - scientific practices
KW - secondary education
KW - teacher talk
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U2 - 10.1080/09500693.2018.1479547
DO - 10.1080/09500693.2018.1479547
M3 - Article
AN - SCOPUS:85048377389
SN - 0950-0693
VL - 40
SP - 1345
EP - 1366
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 11
ER -