Students use of physical models to experience key aspects of scientists knowledge creation process

Transcription

1 Students use of physical to experience key aspects of scientists knowledge creation process Kim A. Kastens, Education Development Center Ann Rivet, Teachers College Cheryl Lyons, Teachers College Alison R. Miller, Teachers College NARST Puerto Rico April 8, 2013 Bridging the Gap between Tabletop Models and the Earth System

2 Our teachers excellent though they are do not view teaching about as a goal of Regents Earth Science STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

3 In our professional development, we discussed Students aren t just learning about moon phases, or seasons, or deposition At the same time, they are learning about and modeling. Strategic Decision: How overt do you want to be about discussing the scientific practice of modeling? Very In the middle Not at all

4 Kinds of Expressed Mental Physical (concrete) Diagrammatic Mathematical Computer Static scale Runnable physical

5 Kinds of Expressed Conceptual Model Mental Physical (concrete) Diagrammatic Mathematical Computer Static scale Runnable physical All are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6 Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. Models help us explain our ideas more clearly to other people. Models get our ideas out there in public where we can argue about them with other people and test their validity against data. Model + Brain can answer harder questions and solve harder problems than brain alone. Models are not toys for children; are brain-extenders for scientists.

7 Expressed runnable are not just for communicating or demonstrating or revealing what scientists already know. physical model computational model Such are tools for creating new knowledge.

8 OK. So how does this brain-extending process work when scientists learn from external runnable? Make Interpret observations as result of processes Represent processes in an expressed runnable model Make more Make predictions to challenge model Improve model Compare behavior of model with behavior of earth captured in data Use model to infer system behavior at times and places where you have no observations

9 The problem: Make Interpret observations as result of processes Represent processes in an expressed runnable model Make more Nearly invisible to students and the public Make predictions to challenge model Improve model Compare behavior of model with behavior of earth captured in data Use model to infer system behavior at times and places where you have no observations

10 Earth Science example: Global climate model Seasons; Latitudinal variation; ice ages Make Interpret observations as result of processes Represent processes in an expressed runnable model Milankovitch model: orbital forcing glacial/interglacial Predictions about latitudinal distribution of warming with increased CO2 Add positive feedback loops Make predictions to challenge model Improve model Use model to infer system behavior at times and places where you have no observations Make more Compare behavior of model with behavior of earth captured in data Forecasts of future sealevel and temperature Poles are warming faster than low latitudes Model behavior matches timing but not amplitude in sediments

11 How can we make the obscured steps more salient? Make Interpret observations as result of processes Represent processes in an expressed runnable model Make more Nearly invisible to students and the public Make predictions to challenge model Improve model Compare behavior of model with behavior of earth captured in data Use model to infer system behavior at times and places where you have no observations

12 Our project developed three candidate strategies for better teaching and learning with (a) Explicitly teach and practice analogic mapping, articulating correspondences and non-correspondences Familiar Unfamiliar (b) Use as a tool for solving problems and answering questions. (c) Use as a tool for reasoning about Earth data. NSF DRL

13 Strategies suggested in our project: Make Interpret observations as result of processes Represent processes in an expressed runnable model Make more Make predictions to challenge model Improve model Use model to infer system behavior at times and places where you have no observations Compare behavior of model with behavior of earth captured in data Strategy A: Map correspondences and noncorrespondences between model and referent Strategy C: Use as a tool for reasoning about Earth data.

14 Appendix F: Scientific & Engineering Practices Practice 2: Developing and Using Models

15 NGSS Practice 2: Make Interpret observations as result of processes Represent processes in an expressed runnable model Gr 2: Develop (e.g. physical replicas.) that represent patterns in the natural world. Gr 12: Use to predict phenomena. Gr 8: Modify based on their limitations to increase detail or clarity Gr 8: Modify a model to explore what will happen if a component is changed.. Make predictions to challenge model Improve model Use model to infer system behavior at times and places where you have no observations Make more Compare behavior of model with behavior of earth captured in data Gr 12: evaluate the merits and limitations of two different of the same system in order to select a model that best fits the evidence.

16 Would it possible for students to experience the entire knowledge-construction Make lunar cycle using simple physical? We think so. Make calendar Interpret observations as result of processes Represent processes in an expressed runnable model From assorted balls, lights, sticks, string Make more Make predictions to challenge model Improve model Compare behavior of model with behavior of earth captured in data Ambiguity: which way does moon go? Use model to infer system behavior at times and places where you have no observations

17 Improve model Compare behavior of model with behavior of earth captured in data Northern Hemisphere.North Pole.North Pole Ambiguity: Which direction does the Moon go around the Earth?

18 Would it possible for students to experience the entire knowledge-construction Make lunar cycle using simple physical? We think so. Make calendar Interpret observations as result of processes Represent processes in an expressed runnable model From assorted balls, lights, sticks, string Make more Moon must move CCW (as seen from N) Make predictions to challenge model Improve model Compare behavior of model with behavior of earth captured in data Ambiguity: which way does moon go? Use model to infer system behavior at times and places where you have no observations

19 Make predictions to challenge model Northern Hemisphere Southern Hemisphere Southern Hemisphere

20 Would it possible for students to experience the entire knowledge-construction Make lunar cycle using simple physical? We think so. Make calendar Interpret observations as result of processes Represent processes in an expressed runnable model From assorted balls, lights, sticks, string Predict moon phases in Southern hemisphere Moon must move CCW (as seen from N) Make predictions to challenge model Improve model Use model to infer system behavior at times and places where you have no observations Make more Compare behavior of model with behavior of earth captured in data Compare S. Hemisphere data with predication Ambiguity: which way does moon go?

21 Take-home messages The way in which scientists use expressed runnable to create new knowledge (as opposed to demonstrating existing knowledge) is obscure to most students, teachers, and the public. This is a problem, because expressed runnable underlie many of the most important and controversial advances in modern science. It should be possible to build learning experiences that work through the scientists model-using knowledge-creation process, even using simple, transparent physical. Bridging the Gap between Tabletop Models and the Earth System

22 Questions? Kim A. Kastens, EDC Ann Rivet, Teachers College Cheryl Lyons, Teachers College Alison R. Miller, Teachers College Bridging the Gap between Tabletop Models and the Earth System