Premium
Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity
Author(s) -
WadeJaimes Katherine,
Demir Kadir,
Qureshi Azhar
Publication year - 2018
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21444
Subject(s) - conceptual change , metacognition , variety (cybernetics) , memorization , rote learning , scientific modelling , mathematics education , process (computing) , reflection (computer programming) , science education , meaningful learning , scientific literacy , concept learning , computer science , psychology , teaching method , cognition , cooperative learning , epistemology , artificial intelligence , philosophy , neuroscience , programming language , operating system
Modeling is considered an important scientific practice, and modeling instruction has the potential to support conceptual change in students in physics. However, when students are not taught how to think about modeling, and how to develop and use models, the learning potential of modeling may be limited. This paper argues that the use and explicit teaching of metacognitive tools like interactive questioning and individual reflection increase students’ ability to use and make sense of models. We present a sequence of activities incorporating metacognitive tools with a variety of models (mental, physical, simulated, and mathematical) in a high school physics unit of electricity. Using data from classroom observations, individual student reflections, group‐created posters, and classroom discussion, we found evidence to demonstrate the complicated nature of conceptual change, the importance of using a variety of different representations (models) of a phenomenon, and the critical role of the teacher in learning. Teachers need to be aware of this process and able to give students the time they need to fully explore and develop multiple models and support to think critically about models. Although many classrooms are limited in time, this process is necessary to move beyond rote memorization toward meaningful conceptual change.