The Relation between Students’ Epistemological Understanding of Computer Models and their Cognitive Processing on a Modelling Task

Abstract

While many researchers in science education have argued that students’ epistemological understanding of models and of modelling processes would influence their cognitive processing on a modelling task, there has been little direct evidence for such an effect. Therefore, this study aimed to investigate the relation between students’ epistemological understanding of models and modelling and their cognitive processing (i.e., deep versus surface processing) on a modelling task. Twenty‐six students, working in dyads, were observed while working on a computer‐based modelling task in the domain of physics. Students’ epistemological understanding was assessed on four dimensions (i.e., nature of models, purposes of models, process of modelling, and evaluation of models). Students’ cognitive processes were assessed based on their verbal protocols, using a coding scheme to classify their types of reasoning. The outcomes confirmed the expected positive correlation between students’ level of epistemological understanding and their deep processing (r = 0.40, p = .04), and the negative correlation between level of epistemological understanding and surface processing (r = −0.51, p = .008). From these results, we emphasise the necessity of considering epistemological understanding in research as well as in educational practice.

Notes

1. Adapted from ‘Computerondersteund modelleren natuurkunde: Een sportieve beweging’ [‘Computer‐supported Modelling Physics: Good Sports In Motion’] (courtesy of Koos Kortland, Kees Hooyman, and Development Group Dynamic Modelling, University of Utrecht). Available online: http://www.cdbeta.uu.nl/vo/onderwijsmateriaal.php?id=10.

2. In addition to these two categories, the protocol analysis scheme of Sins et al. (2005) also includes the category ‘topic focus of students’ reasoning’. We did not include this code in the present analyses since reasoning processes coupled with the type of reference students make during process‐episodes provide sufficient information concerning students’ level of cognitive processing.

3. Adapted from Computerondersteund modelleren: Basishandleiding Powersim® [Computer‐supported Modelling: Powersim® Manual] (in Dutch). Available online: http://www.cdbeta.uu.nl/vo/onderwijsmateriaal.php?id=17.