ERIC ED462288: High School Students "Do" and Learn Science through Scientific Modeling.

9 Pages·2000·0.32 MB·English

by  ERIC

DOCUMENT RESUME
SE 065 550
ED 462 288
Anderson, Susan Smetzer; Farnsworth, Valerie
AUTHOR
High School Students "Do" and Learn Science through
TITLE
Scientific Modeling.
Wisconsin Univ., Madison. National Center for Improving
INSTITUTION
Student Learning and Achievement in Mathematics and Science.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
2000-00-00
PUB DATE
8p.; Published quarterly.
NOTE
R305A960007
CONTRACT
NCISLA, Wisconsin Center for Education Research, School of
AVAILABLE FROM
Education, University of Wisconsin-Madison, 1025 W. Johnson
Street, Madison, WI 53706. Tel: [phone]; e-mail:
[email protected]; Web site:
http://www.wcer.wisc.edu/ncisla.
Serials (022)
Collected Works
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Academic Achievement; Educational Change; *Genetics; High
DESCRIPTORS
Schools; *Inquiry; *Learning; Science Instruction;
*Scientific Methodology
ABSTRACT
This document describes the research project Modeling for
Understanding in Science Education (MUSE) which focuses on the improvement of
high school students' learning. MUSE research investigated how lower and high
o reason, inquire, present, and critique
achieving students learned
scientific arguments in a gefietics course taught during the spring and fall
in 1997. Scientific Modeling stands as the main frame for MUSE projects and
is described as a natural process for teachers and students.
(YDS)
Reproductions supplied by EDRS are the best that can be made
from the original document.
High School Students "Do" and Learn
Science through Scientific Modeling.
Susan Smetzer Anderson
Valerie Farnsworth
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS BEEN
EDUCATIONAL RESOURCES
GRANTED BY
INFORMATION CENTER (ERIC)
0
This document has been reproduced as
S. Anderson
received from the person or organization
originating it.
0
Minor changes have been made to improve
reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
1
BEST COPY AVALABLE
2
IMPROVING STUDENT LEARNING Kr ACHIEVEMENT
NATIONAL CENTER
MATHEMATICS Kt SCIENCE
IN
FO R
.11C-12 MatherrtatiN & aelience
RESEARCH & IMPLICATIONS
(dszBriely
FOR POLICYMAKERS, EDUCATORS & RESEARCHERS
SEEKING TO IMPROVE STUDENT LEARNING & ACHIEVEMENT
1"NkeiN
ABOVE: High school students work on a
research project, Modeling for Understand-
HIGH SCHOOL
genetics model under the eye of science
ing in Science Education (MUSE), is yielding
pioneer 'Gregor Mendel,' who paid a visit
challenging science curricula' and insights
to Sue Johnson's class.
about instruction and assessment.
STUDENTS "DO"
learn
Conducted at Wisconsin's Monona Grove
High School, which serves rural and subur-
students should be able to make links across
AND
ban students, the long-term studies indicate
science concepts. The scientific modeling
ways science instruction can be strengthened
strategies employed in MUSE are geared to
to meet reform goals.
SCIENCE
facilitate students' learning, reasoning, appli-
Evidence indicates that student understand-
cation and linking of concepts. Research and
ing of challenging science content measura-
learning outcomes in two 1997 MUSE-based
THROUGH
bly increases with MUSE-based curricula.
genetics classes are outlined here.
Through courses focusing on astronomy,
genetics, and evolutionary biology, stu-
RESEARCH FOCUS:
I
dents learn to ask astute questions
rtf)
Two MUSE Genetico Claaaea
e-.);
about data and to present scientific
(
arguments to classmates as they col-
esearchers Jennifer Cartier and Jim
R
laboratively build explanatory
Stewart, alongside teacher-researcher
i\if
models. Importantly, student
Sue Johnson, have collaborated on several
understanding
appears
to
MUSE research studies. This issue of in Brief
increase because in-depth sci-
reports on a study of high school students'
entific inquiry replaces more
learning genetics during two elective courses
typical curricula that often require
taught by Johnson during spring and fall
students to survey broad swaths of content.
1997. These courses attracted a representative
C ignificant insights about student learning
The learning outcomes sought in MUSE-
group of junior and senior students. Impor-
in science are emerging from a 12-year
based courses reflect the goals set forth in
tantly, the researchers observed how typically
research project conducted by high school
lower-achieving and higher-achieving stu-
teachers and researchers affiliated with the
Benchmarks for Science Literacy (1993) and the
National Center for Improving Student
dents learned to reason, inquire, and present
National Science Education Standards (1995).
and critique scientific arguments. They also
Benchmarks and Standards indicate that stu-
Learning and Achievement in Mathematics
dents should be familiar with key science
were able to identify classroom factors that
and Science. With collaborating teachers,
enabled teachers and students to more fully
researchers have developed new courses
concepts and able to apply acquired reasoning
skills to real-world problems. In addition,
engage in scientific inquiry and modeling.
based on scientific modeling principles. The
I Curricula, as outlined here, reflects the definition included in the 1996 National Science Education Standards (p. 111) "Curriculum is the way content is organized
and emphasized: it includes structure.
mganization, balance, and presentation of the content in the classroom." As NC1SL A researchers study student learning, they concurrently study how the curriculum can be
structured to support desired
learning outcomes.
School of Education, Unive 'sky of Wisconsin-Madison
Madison, Wisconsin 53706
NCISLA Wisconsin Center for Education Research
1025 West Johnson Street
site: latp://www.weer.wise.edutorisla
E-mail: imislaemail.soemadison.wisc.edu
VOI.. I, NO. 1
[phone]
WINTER 2000
Phone:
Web
3
VOLT NO.!
n Seiencc Th,ongli Scientific MotIcIing
WINTER 2000
in Brief Nigh School Students "Do"
ASSESSMENT:
THE MODELING CLASSROOM:
Formative and Ongoing
Doing Science to Learn Science
A ssessment in MUSE is formative
In the genetics class, students are challenged
Just as the National Science Education Stan-
to develop a workable model that explains
not only post
informing instruction
dards assert "learning science is something that
data about inheritance patterns and is consis-
hoc, to assign a grade. The teacher uses take-
students do, not something that is done to them"
tent with a range of scientific concepts and
home exams, short-answer tests, class discus-
(1995, p. 20), MUSE-based courses involve stu-
processes. Similar to scientists, students very
all based on stu-
sions, and presentations
dents in doing science.
often propose scientific models that initially
to gather authentic
dents' modeling work
C cientific modeling is the centerpiece of
do not fully explain the data and then have to
assessment material. On a day-to-day basis,
the MUSE project and provides students
persist in working with the data to develop a
the teacher pays attention to student thinking
and teachers a framework for learning about
scientific model with explanatory power.
and iteratively assesses students to gauge their
key concepts and causal processes implicit in
The scientific modeling experience forces
understanding of scientific data and models.
scientific phenomena. As defined by Cartier
students to confront their own depth of
This day-to-day activity informs the teacher's
and colleagues, a scientific model is a set of
understanding
or lack thereof.
instruction decisions, for the class and indi-
ideas that describes a natural process and can
vidual students. Using authentic and forma-
Cartier asserts in her study that students'
be used to explain a specific set of phenomena
tive assessments, the teacher provides regular
understanding of scientific inquiry and argu-
(Cartier, Rudolph & Stewart, 1999; Harrison
feedback to students to reinforce and direct
mentation skills increased as they examined
& Treagust, 1998).
their learning.
conceptual consistency between their pro-
In the modeling classroom, students collabo-
posed models and accepted scientific knowl-
ratively generate data, seek patterns in the
edge. Also, scientific modeling provided an
data, and then develop scientific models that
Student Learning
avenue for students to strengthen their ana-
FINDINGS:
explain the data and have predictive power.
lytical skills. These improvements are impor-
Science content and process are integrated,
vidence collected across the two 1997
tant, because research indicates that while
and students learn to develop and justify sci-
genetics classes indicates that diverse stu-
students might be able to recite definitions of
entific models as they do scientific inquiry. In
dents learned and excelled with this type of
science concepts when tested, they might not
the MUSE-based genetics class, students
instruction. Cited below are findings from
understand the concepts and their place
investigate and develop models to explain
Cartier's study and comments contributed by
within a larger body of science. (Cartier, 1999;
inheritance patterns seen in data.
Cartier and teacher-researcher Sue Johnson.
see also Frederickson, White & Gutwill, 1999)
If instruction fails to build understanding,
Specifically, students in Cartier's study were
students' analytical skills are likely to remain
FEATURES OF THE
able to construct, revise, and assess their own
Modeling Claaaroom
underdeveloped.
models through
collaborative
scientific
inquiry and critique. As the students con-
In sum, across the life of the course, students
ducted data-driven inquiry using Calley and
came to see scientific models as a means by
Instruction emphasizes students' use of
Jungck's (1997) computer software (Genetics
which they could explain and predict inheri-
scientific models to understand, illustrate,
Construction Kit), they were challenged to
tance pattern data. Data collected through
and explain key genetics ideas and data.
account for different inheritance patterns in
various assessment exercises also showed that
Students form a scientific community to
hypothetical fruit flies. Through collabora-
students' understanding of the utility of sci-
learn about, present, and discuss genetics
tive investigations, many students came to a
entific models grew dramatically across the 9-
models with their peers. Students collabo-
fuller understanding of the nature of science
ratively gather data, discuss, observe, and
week course. Overall, modeling was shown to
present scientific arguments for critique.
and scientific modeling (see In-class Snapshot,
support students' growth in understanding of
page 3), as well as a rich understanding of
Students hone their reasoning skills
genetics concepts, as well as of scientific
through judging their own and other stu-
classical transmission genetics.
inquiry and reasoned argumentation.
dents' explanatory models. Students evalu-
and
teachers
Interestingly,
researchers
ate models for their fit with data,their pre-
involved in MUSE note that improvements
dictive power, and their consistency with
IMPLICATIONS:
in learning and understanding are some-
other scientific models or concepts.
Retann ot Science Inatruction
times most dramatic in students who do not
The teacher assumes the role of co-
score as well in "traditional" classes. Johnson
inquirer in the classroom, engaging the
Cartier's research has serious implications
comments that students who receive high
students in scientific inquiry and invigorat-
for the reform of science instruction and
ing their investigations through questions
grades in traditional classes might be accus-
curriculum.
and class discussions.
tomed to writing down a correct answer and
First, this research confronts the question:
The teacher continuously assesses stu-
moving on to another topic. "Some of these
How can we equip students to think critically
dents' understanding to determine the
students can become frustrated with scien-
direction of instruction. Through iterative,
and to engage in scientific inquiry? Scientific
tific inquiry because it requires them to be
ongoing assessment of individuals and
modeling appeals to hone the very skills set
persistent in developing a workable model,"
groups, the teacher gives students con-
forth as desirable in the National Science Edu-
states Johnson.
structive feedback to direct their learning.
cation Standards (1996), the Benchmarks for
C)
Learn Science Tilton gh Scientific Modelling
I light School Students DO'
NO.I : WINTOR 2000
VOL.
in Brief ;
.
it is difficult to give up being the
Science Literacy (1993), and the U.S. House
to science content coverage and neglect mod-
"At first,
eling strategies. As leaders and educators
'knowledge reservoir, says Johnson. "How-
Committee on Science monograph Unlocking
consider implementing model-based science
ever, it wasn't as difficult as I thought it would
Our Future: Toward a New Na tional Science
be. The first one or two times that I taught the
curricula, they will need to address the assess-
Policy (1998).
genetics course I had to watch what I said
ment challenge.
Benchmarks and Standards call for a science
when talking to student groups [to avoid
curriculum that engages students in intellec- In addition, researchers, educators, and lead-
telling them problem solutions], but after a
tually challenging inquiry, similar to that
ers will want to determine which science con-
while it wasn't a problem at all
I felt so
. .
.
pursued in professional disciplines. The sci- tent areas (out of the vast amount of science
strongly about what we were doing, and the
ence instruction outlined here, which intro-
students can learn) should be given priority in
benefits are great. Students now experience
duces students to data-rich inquiry and
student learning
not only at the secondary
'ahar moments in my classroom."
explanatory models, enhances students'
level, but at the primary level as well. Having
accumulated several years' worth of in-class
potentially
knowledge and reasoning skills
research results, Center researchers can share
to their long-term advantage.
insights about K-12 curricular priorities and
Second, Cartier's research provides decision
assessment with policymakers and educators
makers and educators insight into ways
interested in research-based science education
school science can be altered to meet reform
reform. Center researchers continue to work
goals. For schools to adopt a model-based
on several reform-related questions in their
approach to science instruction, administra-
classroom-based research.
tors and teachers will need to rethink the
focus of their science classes and the roles of
teachers and students in the classroom. For
For More Inlwrmation About MUSE
example, this type of instruction compels stu-
dents to take a proactive role in their learn-
reports regarding
research
Easy-to-access
ing. "In this class, students learn by doing,
MUSE are listed in the reference section of this
and it sticks: states Johnson, whose students
in Brief and are available at the national Cen-
have told her that her class(es) have helped
ter's web site at www.wcer.wisc.edu/ncisla. A
ABOVE: We got it! Students celebrate when
them to succeed in their college science
web site featuring MUSE-based teacher tools
their proposed genetics model accurately
for secondary school genetics, astronomy,
courses.
predicts eye color.
and natural selection is under development
and importantly
Furthermore
teachers
and should be accessible this winter.
wanting their
instructional
change
to
Supporting Reljortn.
NEXT STEPS:
Researchers Jennifer Cartier and Jim Stewart
approach will need time and appropriate pro-
fessional development and support from
can be reached through the National Center
eform-minded school administrators
R
school administrators and colleagues. For
for Improving Student Learning and Achieve-
and teachers are likely to see the benefits
example, teachers will need time to explore
ment in Mathematics and Science at the Uni-
of scientific modeling for student learning
the modeling approach themselves and to
versity of Wisconsin-Madison, 1025 W. John-
and understanding. However, they are also
integrate model-based instruction into their
son St., Madison, WI 53706; [phone];
under considerable pressure to assure that stu-
curricular repertoire.
E-mail: [email protected].
dents score well on standardized
tests.
According to science education researcher Jim
Johnson points out one of the challenges her
Stewart, standardized tests often give priority
colleagues face if they choose to adopt MUSE.
Students Gain Underatanding of Scientific Modeling
IN-CLASS SNAPSHOT:
A
ssessments conducted throughout the 9-week genetics course showed that stu-
Student understanding oti "Scientitic"
FIGURE 1.
Point o View Increased Throughout the Courae
dents' conceptions of scientific models became much more sophisticated and
comprehensive as they progressively developed models to explain inheritance patterns
100
apparent in computer generated fruit fly data.
100
95
N.23
t.
go
91-
At the beginning of the course, students defined scientiflc models as replicas (or pictures)
80-
of ideas. However, this changed dramatically by the end of the course, when most stu-
dents came to a "scientific" view of models. In the scientific view, models are ideas. They
MODELS ME IDEAS
Go
are used to explain and predict data and are necessarily consistent with other established
° 0 °
50
scientific models. Because modeling is at the core of scientific inquiry and theory devel-
40
opment researchers found students' growth in understanding of scientiflc modeling
MODELS ARE USED TO
EXPLAIN OR PREDICT
30
encouraging.The following graph clearly shows the shift in student understanding of sci-
D
23
20
entific models from the beginning to the end of the course.
=0=
10
MODELS NEED TO BE
NOTE: Percentages reflect composite scores on journal assignments, exam questions, and inter-
0
CONSISTENT W/OTHER
views, and do not reflect data collected in field notes or classroom discussions. The drop at the end
MODELS/IDEAS
of the course (from 95% to 91%) in-Models are used to explain or predict date is not thought to
end
early
middle
be statistically significant. Total number of students in the 1997 class featured here is 23.
9 weeks
C,3)
5
NATIONAL CENTER FOR IMPROVING STUDENT LEARNING & ACHIEVEMENT IN MATHEMATICS & SCIENCE
1C-112 Mathematic6 & Science
nBnet-
POLICY CONSIDERATIONS
Modeling tor Underaandin.g in Science Education (MUSE)
C everal implications arise from Jennifer
as professional support, as they alter their ped-
Technology
13 Cartier's (1998) study of high school stu-
agogical and assessment strategies. They might
.
_
also need to develop more sophisticated con-
dents using Modeling for Understanding in
Computer programs can assist instruction if
they are relevant. Resources used for the
tent knowledge.
Science Education (MUSE) in two 1997 genet-
MUSE genetics course include Calley and
ics classes. Specifically, MUSE requires a reori-
SPECIFIC SUGGESTIONS FOR
entation of teacher practice, clarification of
Junck's (1997) Genetics Construction Kit
a
PROFESSIONAL DEVELOPMENT
computer simulation by which students track
science learning goals, an emphasis on learn-
ing narrower (in-depth) slices of content
inheritance patterns in hypothetical organ-
Cartier and researcher Jim Stewart indicate
rather than broad content coverage, and the
isms. Computer simulation programs such as
that teachers are likely to benefit from
establishment of classroom norms that sup-
these can support students' learning by giving
summer programs or long-term involve-
students a chance to generate data and test
port collaborative inquiry. To support these
ment with university science education
changes, policymakers will want to consider:
their predictions.
experts as they adopt MUSE. One-shot or
one-day professional development programs
will not be adequate to build and support
Communication and Support
Standardized Testa
teachers' understanding of scientific model-
ing. Regular contact between education
Although not a focus of the MUSE study,
Teachers, administrators, parents, and poli-
researchers and teachers can support teach-
and
cymakers need to communicate about
Cartier and Stewart are concerned that high-
ers' transition to a scientific modeling class-
jointly support
the goals for student learn-
stakes or standardized tests might discourage
room. (Throughout its 12-year existence,
ing in science. Ideally, science instruction
teachers and schools from adopting MUSE.
the MUSE project
forged strong
has
goals would stipulate that students learn sci-
According to Stewart, such tests often fail to
teacher-researcher collaborations. These
ence content and scientific process as inte-
adequately gauge students' grasp of both sci-
collaborations have yielded new curricula
practice. MUSE, properly imple-
grated
ence content and scientific processes. Nor do
that
integrate
appropriately
scientific
the tests provide students opportunities to
mented, integrates content and process, and
processes with content. The collaborations
gives students an introduction to real-world
demonstrate their understanding of modeling
have also helped teachers to learn and inte-
scientific practice. Speaking from experience,
strategies.
grate scientific modeling strategies into their
science teacher-researcher Sue Johnson indi-
In addition, model-based instruction requires
instructional repertoire.)
cates that parents' support has been a factor in
teachers and students to focus on understand-
the success of the MUSE genetics curriculum.
Policymakers should consider supporting
ing narrower slices of science content. If stan-
school-university research and professional
dardized tests give priority to content coverage
development partnerships. Researchers at
Cladaroom Environment
and neglect modeling strategies, teachers (rea-
local universities are an often untapped
sonably) might be less likely to adopt the
resource for teachers and schools. School-
understanding
Modeling
for
science
in
MUSE strategy.
university partnerships might be one way to
requires that students function as a scientific
In short, together with educators and others,
advance both teachers' professional develop-
community
Although
collaboratively.
policymakers will need to consider the goals of
ment and broader research in MUSE.
MUSE can be adopted in classes of any size,
science instruction and the importance of sci-
smaller classes provide teachers more opportu-
School administrators might consider en-
entific modeling, and discern the implications
nities to engage with students and assess their
couraging the development of collabora-
of these for assessment.
learning.
tive science teacher communities that pro-
vide teachers opportunities to interact with
For more information about this study or the
one another about their use of modeling
Protemional Development
MUSE research project, contact Jennikr Cartier
strategies and the focus of their school sci-
or Jim Stewart at the National Center for
ence program. Most of the science teachers
Teachers implementing MUSE will require
Improving Student Learning and Achievement
at Monona Grove High School, the site of
time to incorporate modeling strategies into
in Mathematics and Science, University of Wis-
MUSE research, have developed such a com-
classroom curricula. Because many teachers
consin-Madison, 1025 W. Johnson Street, Madi-
munity over several yews. Center research is
have not experienced scientific inquiry or
son, WI 53706, [phone]. E-mail: ncisla
http://
in progress regarding the functions of this
mail.soemadison.wisc.edu. Web site:
research during their own education, they will
www.wcer.wisc.edu/ncisla.
teacher community and its administration.
need experience in scientific modeling, as well
Madison, Wisconsin 53706
School of Education. University of Wisconsin-Madison
1025 West Johnson Street
Wisconsin Center for Education Research
NC1SLA
WINTER 2000
Web si I e: http://www.weer.wisc.eduincisla
Elnail: [email protected]
VOL. I. NO. 1
Phone: [phone],10
6
NATIONAL CENTER FOR IMPROVING STUDENT LEARNING gi ACHIEVEMENT IN MATH EMAT ICS & SCIENCE
t
11C-12 Mathematic8 & Science
&J3rte
TEACHING CONSIDERATIONS
Modeling tor Undentanding in Science Education (MUSE)
and other scientific knowledge and the need
eachers and school administrators will
T
I need to consider the following if they
for models to explain and predict data.
choose to implement Modeling for Under-
"".. Use assessment as a tool for developing
standing in Science Education (MUSE) in
instruction based on students' levels of
their classrooms:
understanding.
Employ various forms of authentic assess-
Taaka
ment, such as portfolios, journal assign-
ments, and oral assessments.
THE TEACHER WILL NEED TO:
Make use of different formats to assess stu-
Provide students with an example of a sci-
dents' skills and knowledge levels (e.g.,
entific model (e.g. Menders model of sim-
short-answer tests, take-home exams, mod-
ple dominance in genetics) as a starting
Teacher-Researcher Sue Johnson
eling exercises, presentations, and class dis-
ABOVE:
point for discussions about scientific con-
looks on as a high school student conducts
cussions).
cepts and models.
a DNA experiment.
'1. When possible, have students observe natural
Learning Environment
phenomena and collect their own data. Teach-
ers can also provide them with rich data sets
Emphasize that students must be active
THE TEACHER WILL NEED TO:
and/or utilize technology to generate such data.
learners as they develop models to account
r-9 Assure the physical space of the classroom is
for scientific phenomena.
for patterns in data.
look
Ask students to
conducive to collaborative work.
so that they
group discussions
Ask groups of 3-4 students to develop mod-
(-1,, Facilitate
Establish classroom norms to create an
mirror those in scientific communities,
els that explain the data and predict addi-
active learning environment and explain
enabling students to reach conclusions about
tional experimental outcomes.
to students that they will be evaluated on
data patterns and to judge the adequacy of
their involvement in the classroom research
Engage students in discussions of the nature
their explanatory models.
community and their work in formulating
of scientific models as they develop and
and communicating ideas to their peers.
Be mindful that students need to learn how
revise models.
to construct and defend scientific argu-
Establish norms of reasoned argumenta-
Encourage students to judge their models in
ments. A student might achieve this learn-
tion such that students must offer support-
terms of their explanatory power, predictive
ing outcome even if he/she has not devel-
ing evidence for knowledge claims and
adequacy, and consistency with other scien-
oped the "correct" (currently held) model.
demand such evidence from their peers.
tific models or concepts.
Be aware of the particular needs of individ-
Engage students in the exploration of rela-
ual students. Some students might require
tionships between different models and
special encouragement to participate in dis-
their underlying processes, many of which
cussions or need a framework to organize
students might have learned about in previ-
their learning. For example, a teacher might
For More Information
ous classes.
encourage students to ask themselves on a
"What am I learning about
Provide opportunities for students to com-
regular basis:
MUSE genetics curricula (as well as astronomy
municate their own ideas and critique
genetics? About scientific inquiry? About
and evolutionary biology resources) will be
scientific modeling?"
those of their peers.
placed on the NCISLA web site in the Teacher
Resources section (http://www.wcer.wisc.edu
Inatruction
Aaaeaament
/ncisla/teachers). Reports about the genetics
research are now available at the NCISLA web
THE TEACHER WILL NEED TO:
THE TEACHER WILL NEED TO:
site (Publications section) and can be down-
Regularly probe students' understanding
loaded in PDF format. (See the Reference sec-
Take on the role of "co-inquirer" rather
tion of this in Brief for report titles.)
of the need for consistency between models
than distributor of information.
Madison, Wisconsin 53706
1025 West Johnson Street
School of Education. University of Wisconsin-Madison
Wisconsin Center for Education Research
NC1SLA
WINTER 20011
Web site: hit p:/ /www.wcer.wisc.edu/ncisla
VOL, I, NO. I
E-mail: neisl a@ni ai sown ad ison. wisc.edu
Ph One: [phone]
NO.1 . WINTER 5000
Reterencea
ABOUT inBriet
Cartier, J.L., & Stewart, J. (in press). Teaching the
This publication and the research reported herein
American Association for the Advancement of Sci
nature of inquiry:
Further developments in a
ence. (1993). Benchmarks for science literacy.
are supported under the Educational Research and
high school genetics curriculum. Science and
New York: Oxford University Press. (Available
Development Centers Program, PR/Award Num-
at http://www.project2061.org)
Education.
ber R305A960007, as administered by the Office of
Educational Research and Improvement, U.S.
Committee on Science, U.S. House of Representa-
C alley, J., & Jungck, J. R. (1997). Genetics construc-
tives, One Hundred Fifth Congress. (1998).
tion kit (The BioQUEST Library IV, version
Department of Education. The opinions expressed
herein are those of the featured researchers and
College Park
Unlocking our future: Toward a new national sci-
1 .1B 3) [Compute r software] .
,
ence policy. Washington, DC: U.S. Government
Maryland: The eP ress Project.
authors and do not necessarily reflect the views of
Printing Office.
the supporting agencies.
Cartier, J. L. (1998). Assessment of explanatory mod-
Frederickson, J., White, B., & Gutwill, J. (1999).
els in genetics: Insights into students' conceptions of
Permission to copy is not necessary. This publica-
Dynamic mental models in learning science:
scientific models (Res. Rep. 98-1). Madison, WI:
tion is free on request.
The importance of constructing derivational
National Center for Improving Student Learn-
linkages among models. Journal of Research in
ing and Achievement in Mathematics and Sci-
in Brief Volume 1, Number 1 is a publication of the
(Available at http://www.wcer.wisc.
ence.
National Center for Improving Student Learning
Science Teaching, 36 (7), 806-836.
edu/ncisla)
and Achievement in Mathematics and Science, at
Harrison, A. G., & Treagust, D. F. (1998). Modeling
the Wisconsin Center for Education Research,
in science lessons: Are there better ways to learn
Cartier, J. L. (1999). Using a modeling approach to
University of Wisconsin-Madison.
with models? School Science & Mathematics, 98
explore scientific epistemolog with high school biol
ogy students (Res. Rep. 99-1). Madison, WI:
(8), 420-429.
National Center for Improving Student Learn-
NCISLA Director: Thomas P. Carpenter
National Academy of Sciences, National Research
ing & Achievement in Mathematics and Sci-
Council. (1996). National science education stan-
NCISLA Associate Director: Richard Lehrer
at http://www.wcer.wisc.
ence.
(Available
dards. Washington, DC:
National Academy
edu/ncisla)
http://www.nap.edu/
NCISLA Communication Director:
(Available
Press.
at
books/0309053269/html/index.html)
Susan Smetzer Anderson
Cartier, J. L., Rudolph, J., & Stewart, J. (1999). The
nature and structure of scientific models. Madison,
Stewart, J., Johnson, S., & Cartier, J. L. (1998,
Writers: Susan Smetzer Anderson &
WI: National Center for Improving Student
April) Issues related to a modeling approach used in
Valerie Farnsworth
Learning and Achievement in Mathematics and
a high school genetics classroom. Paper presented
Science. (Available at http://www.wcer.wisc.
Designer: Kristen Roderick
at the annual meeting of the American Educa-
edu/ncisla)
tional Research Association. San Diego, CA.
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High School Students "Do" and Learn Science
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