Improving NGSS focused model-based learning curriculum through the examination of students’ experiences and iterated models

ABSTRACT

Background

It is crucial to support students in better understanding water and sustainability issues because water plays a vital role in maintaining global ecosystems, including human life. A wide range of curricular and instructional supports like those embodied in model-based learning (MBL) are necessary for teachers to engage students in the core epistemic commitments of the Next-Generation Science Standards (NGSS).

Purpose

The main purpose of this study is to inform theory about students’ early attempts to engage in the complex kinds of sensemaking experiences inherent in the Framework for K-12 Science Education and the NGSS.

Sample

Data for this study was collected from 74 10^th grade students in a high school in the Northwest region of the New England state.

Design and Methods

An explanatory sequential mixed-method research design was used to examine students’ learning outcomes, and to better understand these outcomes in connection to their experiences engaging in modeling in the MBL curriculum unit.

Results

The results indicated that students’ model scores, the number of concepts in models, and the coherence and sophistication of models improved between their initial and final models. Additionally, the following patterns emerged related to ways in which students engaged in the practice of modeling: (1) students attempted to directly represent what they observed, (2) they struggled to pictorially express complex patterns or mechanisms, and (3) students experienced difficulties representing models from a diverse range of perspectives.

Conclusion

The patterns identified across student models, as well as their reports of experiences related to the MBL unit implementation, provided insight into student experiences with models, while also providing meaningful implications for the refinement of the MBL curriculum unit investigated in this research specifically, while informing approaches MBL curricular units aimed at supporting NGSS implementation efforts more generally.

KEYWORDS:

• Model-Based Learning (MBL)
• Modeling
• Next Generation Science Standards (NGSS)
• Water education
• Water literacy

Acknowledgments

We thank Lisa Debany for her participation in teacher PD, unit implementation, and data collection. And assistance provided by Bethlehem Abebe, a student research review assistant, during the data analysis of this research work was greatly appreciated.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The teacher professional development program that was the focus of this research was supported by a grant from the PD-STEP program of the United States Department of Agriculture NationalInstitute of Food and Agriculture, award number 2017-68010-25955, and a grant from the National Science Foundation to promote lifelong STEM learning, award number 1612650.