Tensions Between Learning Models and Engaging in Modeling
Tensions Between Learning Models and Engaging in Modeling
复制标题
学习模型和参与建模之间的紧张关系
作者：
Candice Guy;J. Gouvea;C. Griesemer;Cynthia Passmore
开发和使用模型来解释现象的能力是下一代科学标准的关键组成部分，如果没有建模教学在课堂现实中的样子的例子，我们作为一个领域将很难理解如何在设计课程方面向前推进，这些课程以符合建模的认识承诺的方式突出实践。在这篇文章中，我们举例说明了从基于模型的课程开发项目的问题化，并带来了突出的问题和紧张局势，我们通过建模教学过程中观察到的例子。在这样做的时候，我们认为，基于模型的教学可能不会实现建模作为一种认知实践，以支持学生的意义建构。我们认为，这种制定可能是一个结果之间的紧张关系，作为学习内容的模型和建模作为一个科学的实践，其中最终产品是不知道提前。我们讨论了我们的分析对教师学习和课程开发的影响。
The ability to develop and use models to explain phenomena is a key component of the Next Generation Science Standards, and without examples of what modeling instruction looks like in the reality of classrooms, it will be difficult for us as a field to understand how to move forward in designing curricula that foreground the practice in ways that align with the epistemic commitments of modeling. In this article, we illustrate examples drawn from a model-based curriculum development project to problematize and bring to the fore issues and tensions we observed through the course of modeling instruction. In doing so, we argue that instruction that is model-based may not be actualizing modeling as an epistemic practice to support student sensemaking. We suggest that this kind of enactment may be a result of the tensions between viewing models as content to be learned and modeling as a scientific practice in which the end products are not known ahead of time. We discuss the implications of our analysis for teacher learning and curriculum development.