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"I Thought That They Were Very Cut and Dry": Preservice Elementary Science Teachers Learning About and Learning with models and modeling

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JOURNAL OF SCIENCE TEACHER EDUCATION 2025年第2期36卷 180-202页

作者： Fackler, Ayca K. Univ Missouri Dept Learning Teaching & Curriculum Columbia MO 65211 USA

While recent research has examined students' and teachers' understanding of models and modeling, few studies have focused on how teacher educators can support preservice elementary science teachers in envisioning enriched learning processes and outcomes for their students while engaging in modeling practices. Informed by reflective practices through a case-based pedagogy, this qualitative case study investigated how preservice teachers take up learning about and learning with models and modeling practices as a multimodal knowledge-building process and reflect on their understanding of models and modeling in science education. This study is not just about teachers' understanding of models and modeling;it is about cultivating a broader perspective, acknowledging the multiplicities of modalities that modelers bring to the table in their engagement with modeling practices. Conducted in a science methods course at a southeastern U.S. research university, this study used various qualitative data sources, including teachers' written reflective responses to a case and commentary about a modeling-based lesson, modeling artifacts, and the video and audio recordings of the modeling-based lesson that was part of their methods course. Discussion of the findings highlights how reflective practices through a case-based pedagogy can expose preservice teachers to a better understanding of what meaningful and equitable modeling practices might look like in classroom settings by showing them what models are for, how they function, who gets to develop models, and whose knowledge contributes to modeling practices while building knowledge in science classrooms.

关键词： Case-based pedagogy models and modeling multimodality preservice science teacher education reflective practices

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Mapping undergraduate chemistry students' epistemic ideas about models and modeling

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JOURNAL OF RESEARCH IN SCIENCE TEACHING 2020年第5期57卷 794-824页

作者： Lazenby, Katherine Stricker, Avery Brandriet, Alexandra Rupp, Charlie A. Mauger-Sonnek, Kathryn Becker, Nicole M. Univ Iowa Iowa City IA 52242 USA

Developing and using scientific models is an important scientific practice for science students. Undergraduate chemistry curricula are often centered on established disciplinary models, and assessments typically provide students with opportunities to use these models to predict and explain chemical phenomena. However, traditional curricula generally provide few opportunities for students to consider the epistemic nature of models and the process of modeling. To gain a sense of how introductory chemistry students understand model changeability, model multiplicity, the evaluation of models, and the process of modeling, we use a construct-mapping approach to characterize the sophistication of students' epistemic knowledge of models and modeling. We present a set of four related construct maps that we developed based on the work of other scholars and empirically validated in an undergraduate introductory chemistry setting. We use the construct maps to identify themes in students' responses to an open-ended survey instrument, the models in chemistry survey, and discuss the implications for teaching.

关键词： chemical education research epistemic knowledge metamodeling models and modeling undergraduate

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Supporting Secondary Students' Understanding of Earth's Climate System and Global Climate Change Using EzGCM: A Cross-Sectional Study

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2024年第2期33卷 178-194页

作者： Mostacedo-Marasovic, Silvia-Jessica Olsen, Amanda A. Forbes, Cory T. Univ Texas Arlington Dept Earth & Environm Sci Arlington TX 76019 USA Univ Missouri Sch & Counseling Psychol Dept Educ Columbia MO USA Univ Texas Arlington Dept Curriculum & Instruct Arlington TX USA

Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students' understanding about the Earth's climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards (NGSS Lead States, 2013). In this cross-sectional study, we investigated secondary students' evidence-based reasoning about GCC grounded in a curricular intervention involving the use of a data-driven, computer-based global climate model-EzGCM-over 3 years with four teachers who adapted the module in their own courses-two secondary science teachers during the Spring of 2018 (year 1), and all four teachers during the Fall of 2018 (year 2) and the Fall of 2019 (year 3). Our research questions were: (i) to what extent has the EzGCM-based curriculum supported students' conceptual understanding about Earth's climate and GCC over time? and (ii) in what ways do EzGCM features enhance students' evidence-based reasoning about Earth's climate system and GCC? We evaluated students' evidence-based learning using: (i) pre/post concept inventory and (ii) students' interviews. Results from the quantitative analyses of a pre- and post-module assessment indicated that student learning gains increased mainly in the third year. Results from the qualitative analysis of student interviews showed that EzGCM helped students use the different graphic outcomes to develop a more robust understanding of the temporal and spatial changes in surface air temperature and CO2, the trends in and relationships between different climate variables, and temperature anomalies. Overall, these results highlight affordances of the EzGCM-based curriculum to support students' reasoning about Earth's climate and GCC.

关键词： Secondary high school models and modeling Earth science education Climate literacy

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Teachers' practices in EAP writing instruction: Use of models and modeling

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SYSTEM 2014年第1期42卷 60-69页

作者： Wette, Rosemary Univ Auckland Dept Appl Language Studies & Linguist Auckland 6011 New Zealand

This paper presents findings from an exploratory study into the practices of teachers of EAP writing. Its aim was to learn about how writing instruction is organised, the kinds of instructional strategies teachers employ, and how they account for their choices. Data were collected from seven experienced practitioners in five tertiary institutions over 10-12 class hours through observations supported by post-lesson interviews and analysis of teaching materials and course documents. Findings revealed repeated use of a number of instructional strategies that can be termed "modeling". Teachers presented flawed or exemplary text products for analysis and discussion, focused on the processes involved in creating a particular text by demonstrating and discussing cognitive processes with the class, led whole-class collaborations that produced jointly constructed texts, and facilitated cooperative pair or group composing and editing activities. Their practices blended textual, cognitive, and interactional components in order to advance students' skill across a range of academic text types. The study highlights the importance and value of explicit instructional conversations and social interactions that blend planned and responsive teaching to generate learning opportunities in the L2 writing classroom. Possibilities for further investigations in this under-researched area are suggested. (C) 2013 Elsevier Ltd. All rights reserved.

关键词： Academic writing Writing instruction models and modeling Social learning

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Characterizing students' arguments and explanations of a discipline-based computational modeling activity

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2020年第4期28卷 837-852页

作者： Lyon, Joseph A. Fennell, Hayden W. Magana, Alejandra J. Purdue Univ Sch Engn Educ W Lafayette IN 47907 USA Purdue Univ Dept Comp & Informat Technol W Lafayette IN 47907 USA Purdue Univ Comp & Informat Technol & Engn Educ W Lafayette IN 47906 USA

Computational modeling is an essential and growing topic of interest in engineering and STEM education, in general. In this paper, a case study of a course targeting first-year materials science and engineering students is overviewed to investigate student arguments when explaining their implementation and understanding of their computational models. The presented study used argumentation to characterize the varied ways students interpreted and explained their computational models. Student solutions to a computational modeling activity were coded for argumentation characteristics and errors. The results indicate the various errors that were commonly found when students explained their computational models, as well as patterns of appropriate arguments. The analysis demonstrates the nature of the relationship between argumentation and the modeling processes. The use of an argumentation rubric demonstrates the usefulness of such assessment tools for computational modeling assignments.

关键词： argumentation engineering education materials science models and modeling

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Climatological Aspects of Convective Parameters over Europe: A Comparison of ERA-Interim and Sounding Data

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JOURNAL OF CLIMATE 2018年第11期31卷 4281-4308页

作者： Taszarek, Mateusz Brooks, Harold E. Czernecki, Bartosz Szuster, Piotr Fortuniak, Krzysztof Adam Mickiewicz Univ Inst Phys Geog & Environm Planning Dept Climatol Poznan Poland Skywarn Poland Warsaw Poland NOAA Natl Severe Storms Lab Norman OK 73069 USA Univ Oklahoma Sch Meteorol Norman OK 73019 USA Cracow Univ Technol Dept Comp Sci Krakow Poland Univ Lodz Fac Geog Sci Dept Meteorol & Climatol Lodz Poland

We compare over 1 million sounding measurements with ERA-Interim reanalysis for the 38-yr period from 1979 to 2016. The large dataset allows us to provide an improved insight into the spatial and temporal distributions of the prerequisites of deep moist convection across Europe. In addition, ERA-Interim is also evaluated. ERA-Interim estimates parameters describing boundary layer moisture and midtropospheric lapse rates well, with correlation coefficients of 0.94. Mixed-layer CAPE is, on average, underestimated by the reanalysis while the most unstable CAPE is overestimated. Vertical shear parameters in the reanalysis are better correlated with observations than CAPE, but are underestimated by approximately 1-2 m s(-1). The underestimation decreases as the depth of the shear layer increases. Compared to radiosonde observations, instability in ERA-Interim is overestimated in southern Europe and underestimated over eastern Europe. High values of instability are observed from May to September, out of phase with the climatological pattern of wind shear, which peaks in winter. From September to April, favorable conditions for thunderstorms occur mainly over southern and western Europe with the peak location and higher frequency shifting to central and eastern Europe from May to August. For southern Europe, the annual cycle peaks in September with high values of inhibition suppressing thunderstorm activity in July and August. The area with the highest annual number of days with environmental conditions favorable for thunderstorms extends from Italy and Austria eastward through the Carpathians and Balkans.

关键词： Geographic location entity Europe Atm Ocean Structure Phenomena Severe storms Physical Meteorology and Climatology Climatology Observational techniques and algorithms Radiosonde observations models and modeling Reanalysis data Variability Annual variations

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Assessment of a Long-Term High-Resolution Hydroclimatic Dataset for the US Midwest

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EARTH INTERACTIONS 2017年第4期21卷 1-31页

作者： Niyogi, Dev Jacobs, Elin M. Liu, Xing Kumar, Anil Biehl, Larry Rao, P. Suresh C. Purdue Univ Dept Agron W Lafayette IN 47907 USA Purdue Univ Earth Atmospher & Planetary Sci W Lafayette IN 47907 USA Purdue Univ Ecol Sci & Engn Interdisciplinary Grad Program W Lafayette IN 47907 USA Purdue Univ Lyles Sch Civil Engn W Lafayette IN 47907 USA Univ Maryland ESSIC College Pk MD 20742 USA Purdue Univ Informat Technol Purdue W Lafayette IN 47907 USA

A new, high-resolution (4 km), gridded land surface dataset produced with the Land Information System (LIS) is introduced, and the first set of synthesis of key hydroclimatic variables is reported. The dataset is produced over a 33-yr time period (1980-2012) for the U.S. Midwest with the intent to aid the agricultural community in understanding hydroclimatic impacts on crop production and decision-making in operational practices. While approximately 20 hydroclimatic variables are available through the LIS dataset, the focus here is on soil water content, soil temperature, and evapotranspiration. To assess the performance of the model, the LIS dataset is compared with in situ hydrome-teorological observations across the study domain and with coarse-resolution reanalysis products [NARR, MERRA, and NLDAS-2 (phase 2 of the North American Land Data Assimilation System)]. In agricultural regions such as the U.S. Midwest, finescale hydroclimatic mapping that links the regional scale to the field scale is necessary. The new dataset provides this link as an intermediate-scale product that links point observations and coarse gridded datasets. In general, the LIS dataset compares well with in situ observations and coarser gridded products in terms of both temporal and spatial patterns, but cases of strong disagreement exist particularly in areas with sandy soils. The dataset is made available to the broader research community as an effort to fill the gap in spatial hydroclimatic data availability.

关键词： Physical meteorology and climatology Evapotranspiration Soil moisture Soil temperature models and modeling Data assimilation Land surface model Model evaluation

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A Robust but Spurious Pattern of Climate Change in Model Projections over the Tropical Indian Ocean

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JOURNAL OF CLIMATE 2016年第15期29卷 5589-5608页

作者： Li, Gen Xie, Shang-Ping Du, Yan Chinese Acad Sci South China Sea Inst Oceanol State Key Lab Trop Oceanog 164 West Xingang Rd Guangzhou 510301 Guangdong Peoples R China Univ Calif San Diego Scripps Inst Oceanog La Jolla CA 92093 USA Ocean Univ China Phys Oceanog Lab Qingdao Collaborat Innovat Ctr Marine Sci & Techn Key Lab Ocean Atmosphere Interact & Climate Univ Qingdao Shandong Peoples R China

Climate models consistently project reduced surface warming over the eastern equatorial Indian Ocean (IO) under increased greenhouse gas (GHG) forcing. This IO dipole (IOD)-like warming pattern, regarded as robust based on consistency among models by the new Intergovernmental Panel on Climate Change (IPCC) report, results in a large increase in the frequency of extreme positive IOD (pIOD) events, elevating the risk of climate and weather disasters in the future over IO rim countries. These projections, however, do not consider large model biases in both the mean state and interannual IOD variance. In particular, a "present-future relationship" is identified between the historical simulations and representative concentration pathway (RCP) 8.5 experiments from phase 5 of the Coupled Model Intercomparison Project (CMIP5) multimodel ensemble: models with an excessive IOD amplitude bias tend to project a strong IOD-like warming pattern in themean and a large increase in extreme pIOD occurrences under increased GHG forcing. This relationship links the present simulation errors to future climate projections, and is also consistent with our understanding of Bjerknes ocean-atmosphere feedback. This study calibrates regional climate projections by using this present-future relationship and observed IOD amplitude. The results show that the projected IOD-like pattern of mean changes and frequency increase of extreme pIOD events are largely artifacts of model errors and unlikely to emerge in the future. These results illustrate that a robust projection may still be biased and it is important to consider the model bias effect.

关键词： Geographic location/entity Indian Ocean Circulation/ Dynamics Atmosphere-ocean interaction Physical Meteorology and Climatology Climate change models and modeling Climate models Model evaluation/performance

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modeling Long-Period Swell in Southern California: Practical Boundary Conditions from Buoy Observations and Global Wave Model Predictions

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JOURNAL OF ATMOSPHERIC AND OCEANIC TECHNOLOGY 2016年第8期33卷 1673-1690页

作者： Crosby, Sean C. O'Reilly, William C. Guza, Robert T. Scripps Inst Oceanog 8622 Kennel Way La Jolla CA 92037 USA

Accurate, unbiased, high-resolution (in space and time) nearshore wave predictions are needed to drive models of beach erosion;coastal flooding;and alongshore transport of sediment, biota, and pollutants. On sheltered shorelines, wave predictions are sensitive to the directions of onshore propagating waves, and nearshore model prediction error is often dominated by directional uncertainty offshore. Here, regional wave model skill in highly sheltered Southern California is compared for different offshore boundary conditions created from offshore buoy observations and global wave model hindcasts [NOAA WaveWatch III (WW3)]. Spectral ray-tracing methods are used to transform incident offshore swell (0.04-0.09 Hz) energy at high directional resolution (1 degrees). Model skill is assessed for predictions (wave height, direction, directional spread, and alongshore radiation stress) at 16 nearshore buoy sites between 2000 and 2009. Buoy-derived boundary conditions using various estimators (maximum entropy, maximum smoothness) have similar skill and all outperform WW3-derived boundary conditions. A new method for estimating offshore boundary conditions, CMB-ADJ, combines buoy observations with WW3 predictions. Although CMB-ADJ skill is comparable to buoy-only methods, it may be more robust in varying regions and wave climatologies, and will benefit from future improvements in global wave model (GWM) predictions. A case study at Oceanside Harbor shows strong sensitivity of alongshore sediment transport estimates to the boundary condition method. However, patterns in alongshore gradients of transport (e.g., the location of model accretion and erosion zones) are similar across methods. Weak, tidally modulated coastal reflection is evident in both shallow and deep buoy observations, and significantly increases the observed directional spread.

关键词： Boundary conditions Data assimilation Forecasting Hindcasts Mathematical and statistical techniques Model comparison Model evaluation/performance models and modeling Optimization

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Recent and Projected Annual Cycles of Temperature and Precipitation in the Northeast United States from CMIP5

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JOURNAL OF CLIMATE 2016年第1期29卷 347-365页

作者： Lynch, C. Seth, A. Thibeault, J. Univ Washington Seattle WA 98105 USA Univ Connecticut Storrs CT USA

A case study is presented using the northeast United States to evaluate information contained in the monthly mean annual cycle that has yet to be exploited. This research documents the performance and projections for the northeast United States from a suite of 16 climate models in the archive of phase 5 of the Coupled Model Intercomparison Project (CMIP5) from the World Climate Research Programme (WCRP). Analysis is performed for the late twentieth-century monthly mean annual cycle and changes in the late twenty-first century. A weak seasonality in temperature and a strong seasonality in precipitation changes are found. The seasonality of changes is distinct from the mean annual cycles, such that temperature increases are largest in midwinter (December-February) and late summer [July-September (JAS)]. Precipitation increases peak in late winter-early spring (February-April), associated with increased moisture convergence and a more active storm track, and exhibit greatest model disagreement in late summer (JAS) when the models suggest weak divergence and a westward extension of the Atlantic subtropical anticyclone. The late summer-early fall maximum in temperature and late winter-early spring maximum in precipitation changes have not been seen previously in annual or seasonal mean analyses. Yet there is model agreement in these results, indicating that there is important information in the annual cycle for understanding the changes in the physical climate system and for evaluating impacts and adaptation strategies. It is argued that improved understanding of seasonal transitions has potential to increase confidence in projections, and to provide additional information of use to the impacts and decision-maker communities.

关键词： Geographic location entity North America Physical Meteorology and Climatology Climate change models and modeling Coupled models Variability Seasonal cycle

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