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Studies of scientists building models show that the development of scientificmodels involves a great deal of subjectivity. However, science as experiencedin school settings typically emphasizes an overly objective and rationalisticview. In this paper, we argue for focusing on the development of disciplinedinterpretation as an epistemic and representational practice that progressivelydeepens students' computational modeling in science by valuing, rather thandeemphasizing, the subjective nature of the experience of modeling. We reportresults from a study in which fourth grade children engaged in computationalmodeling throughout the academic year. We present three salient themes thatcharacterize the development of students' disciplined interpretations in termsof their development of computational modeling as a way of seeing and doingscience.

Development of Disciplined Interpretation Using Computational Modeling in the Elementary Science Classroom