Longitudinal investigation of primary inservice teachers’ modelling the hydrological phenomena

ABSTRACT

To develop students’ capacity for science and to engage them productively in science and engineering practices, science education reform efforts have focused on supporting teachers’ development of conceptual understandings through engagement with both disciplinary content and practices, including science teaching at the primary level. One topic of importance for primary science instruction focuses on Earth systems and, in particular, hydrological phenomena. Scientific modelling provides an effective, practice-based strategy for students’ conceptual development of water. This manuscript focuses on longitudinal research with four primary inservice teachers’ learning and engagement in model-based teaching about water over three years, investigating teachers conceptualizations and practice modelling water related phenomena over time. Findings from the study indicate while each teacher had individual trajectories in conceptualising and enacting scientific modelling in the classroom, we observed unique approaches within teachers. All teachers had a unified understanding and enactment of modelling in their first year. Over time, however, their focuses on modelling diversified and there were clear patterns of preference on some modelling facets over others. Finally, while teachers’ conceptualizations about modelling became more robust, implementation of modelling only occurred in their practice as teachers were able to identify students’ modelling needs.

KEYWORDS:

• Scientific modelling
• primary science education
• water cycle
• inservice teachers

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Tina Vo http://orcid.org/0000-0002-9117-4051

Cory Forbes http://orcid.org/0000-0003-2230-4251

Laura Zangori http://orcid.org/0000-0002-7512-5559

Christina Schwarz http://orcid.org/0000-0002-4187-0139

Additional information

Funding

This material is based upon work supported by the National Science Foundation (grant number DRL-1443223). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. We appreciate the interest and cooperation of the students and teachers who made this research possible. Division of Research on Learning in Formal and Informal Settings [grant/award number 1443223]