Longitudinal investigation of primary inservice teachers’ modelling the hydrological phenomena

References

• Abell, S. K., & Roth, M. (1995). Reflections on a fifth-grade life science lesson: Making sense of children’s understanding of scientific models. International Journal of Science Education, 17(1), 59–74.
   Web of Science ®Google Scholar
• Acher, A., Arcà, M., & Sanmartí, N. (2007). Modeling as a teaching learning process for understanding materials: A case study in primary education. Science Education, 91, 398–418. doi: 10.1002/sce.20196
   Web of Science ®Google Scholar
• Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090–1113.
   Web of Science ®Google Scholar
• Allen, C. D., & Penuel, W. R. (2015). Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards. Journal of Teacher Education, 66(2), 136–149.
   Web of Science ®Google Scholar
• American Association for the Advancement of Science (AAAS). (2007). Atlas for scientific literacy. Washington, DC: National Science Teachers Association Press.
   Google Scholar
• Arias, A. M., Davis, E. A., Marino, J. C., Kademian, S. M., & Palincsar, A. S. (2016). Teachers’ use of educative curriculum materials to engage students in science practices. International Journal of Science Education, 38(9), 1504–1526.
   Web of Science ®Google Scholar
• Baumfalk, B., Bhattacharya, D., Vo, T., Forbes, C. T., Zangori, L., & Schwarz, C.V. (2019). Impact of model-based curriculum and instruction on 3rd-grade students’ scientific explanations for the hydrosphere. Journal of Research in Science Teaching, 56(5), 570–597.
   Web of Science ®Google Scholar
• Ben-zvi-Assarf, O., & Orion, N. (2005). A study of junior high students’ perceptions of the water cycle. Journal of Geoscience Education, 53(4), 366–373.
   Google Scholar
• Berland, L. K., Schwarz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082–1112.
   Web of Science ®Google Scholar
• Covitt, B. A., Gunckel, K. L., & Anderson, C. W. (2009). Students’ developing understanding of water in environmental systems. The Journal of Environmental Education, 40(3), 37–51.
   Web of Science ®Google Scholar
• Crawford, B. A., & Cullin, M. J. (2004). Supporting prospective teachers’ conceptions of modelling in science. International Journal of Science Education, 26(11), 1379–1401.
   Web of Science ®Google Scholar
• Danusso, L., Testa, I., & Vicentini, M. (2010). Improving prospective teachers’ knowledge about scientific models and modelling: Design and evaluation of a teacher education intervention. International Journal of Science Education, 32(7), 871–905.
   Web of Science ®Google Scholar
• Davis, E. A., Palincsar, A. S., Smith, P. S., Arias, A. M., & Kademian, S. M. (2017). Educative curriculum materials: Uptake, impact, and implications for research and design. Educational Researcher, 46(6), 293–304.
   Web of Science ®Google Scholar
• Dickerson, D. L., Penick, J. E., Dawkins, K. R., & Van Sickle, M. (2007). Groundwater in science education. Journal of Science Teacher Education, 18(1), 45–61.
   Google Scholar
• Dickes, A. C., Sengupta, P., Farris, A. V., & Basu, S. (2016). Development of mechanistic reasoning and multilevel explanations of ecology in third grade using agent-based models. Science Education, 100(4), 734–776.
   Web of Science ®Google Scholar
• Forbes, C. T., Sabel, J., & Biggers, M. (2015). Elementary teachers’ use of formative assessment to support students’ learning about interactions between the hydrosphere and geosphere. Journal of Geoscience Education, 63(3), 210–221.
   Google Scholar
• Forbes, C., Vo, T., Zangori, L., & Schwarz, C. (2015). Using models scientifically. Science and Children, 53(2), 42.
   Google Scholar
• Forbes, C. T., Zangori, L., & Schwarz, C. V. (2015). Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students’ model-driven explanation-construction. Journal of Research in Science Teaching, 52(7), 895–921.
   Web of Science ®Google Scholar
• FOSS. (2009). Teacher guide: Structures of life. Berkeley, CA: Delta Education, Inc.
   Google Scholar
• FOSS Home Page [FOSS webpage]. (n.d.). Retrieved October 20, 2019.
   Google Scholar
• Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115–130.
   Google Scholar
• Gouvea, J., & Passmore, C. (2017). ‘Models of’ versus ‘models for’. Science & Education, 26(1–2), 49–63.
   Web of Science ®Google Scholar
• Jackson, J., Dukerich, L., & Hestenes, D. (2008). Modeling instruction: An effective model for science education. Science Educator, 17(1), 10–17.
   Google Scholar
• Justi, R. S., & Gilbert, J. K. (2002). Modelling, teachers’ views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24(4), 369–387.
   Web of Science ®Google Scholar
• Justi, R., & van Driel, J. (2006). The use of the interconnected model of teacher professional growth for understanding the development of science teachers’ knowledge on models and modelling. Teaching and Teacher Education, 22(4), 437–450.
   Web of Science ®Google Scholar
• Kenyon, L., Davis, E. A., & Hug, B. (2011). Design approaches to support preservice teachers in scientific modelling. Journal of Science Teacher Education, 22(1), 1–21.
   Google Scholar
• Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education and Technology, 20(3), 215–232.
   Web of Science ®Google Scholar
• Lehrer, R., & Schauble, L. (2012). Seeding evolutionary thinking by engaging children in modeling its foundations. Science Education, 96(4), 701–724.
   Web of Science ®Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 1986(30), 73–84.
   Google Scholar
• Manz, E. (2012). Understanding the codevelopment of modeling practice and ecological knowledge. Science Education, 96(6), 1071–1105.
   Web of Science ®Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass. (Marrow, 2005).
   Google Scholar
• National Research Council (NRC). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.
   Google Scholar
• National Research Council (NRC). (2012). A framework for K-12 science education: Practices, cross-cutting concepts, and core ideas. Washington, DC: The National Academy Press.
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academy Press.
   Google Scholar
• Oh, P. S., & Oh, S. J. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109–1130.
   Web of Science ®Google Scholar
• Oliveira, A. W. (2010). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47(4), 422–453.
   Web of Science ®Google Scholar
• Osborne, R. J., & Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825–838.
   Web of Science ®Google Scholar
• Patton, M. Q. (2005). Qualitative research. Thousand Oaks, CA: John Wiley & Sons, Ltd.
   Google Scholar
• Schwarz, C. (2009). Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry. Science Education, 93(4), 720–744.
   Web of Science ®Google Scholar
• Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., … Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632–654.
   Web of Science ®Google Scholar
• van Driel, J. (2010, February). Model-based development of science teachers’ Pedagogical Content Knowledge. International Seminar, Professional Reflections, National Science Learning Centre, York.
   Google Scholar
• van Driel, J. H., & Verloop, N. (2002). Experienced teachers’ knowledge of teaching and learning of models and modelling in science education. International Journal of Science Education, 24(12), 1255–1272.
   Web of Science ®Google Scholar
• Vo, T., Forbes, C. T., Zangori, L., & Schwarz, C. (2015). Fostering 3rd-grade students’ use of scientific models with the water cycle: Elementary teachers’ conceptions and practices. International Journal of Science Education, 37(15), 2411–2432.
   Web of Science ®Google Scholar
• Williams, G., & Clement, J. (2015). Identifying multiple levels of discussion-based teaching strategies for constructing scientific models. International Journal of Science Education, 37(1), 82–107.
   Web of Science ®Google Scholar
• Windschitl, M., & Thompson, J. (2006). Transcending simple forms of school science investigation: The impact of preservice instruction on teachers’ understandings of model-based inquiry. American Educational Research Journal, 43(4), 783–835.
   Web of Science ®Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2008). How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms. Cognition and Instruction, 26(3), 310–378.
   Web of Science ®Google Scholar
• Yin, R. K. (2009). Case study research design and methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Zangori, L., & Forbes, C. T. (2015). Exploring third-grade student model-based explanations about plant relationships within an ecosystem. International Journal of Science Education, 37(18), 2942–2964.
   Web of Science ®Google Scholar
• Zangori, L., Forbes, C. T., & Schwarz, C. V. (2015). Exploring the effect of embedded scaffolding within curricular tasks on third-grade students’ model-based explanations about hydrologic cycling. Science & Education, 24(7–8), 957–981.
   Web of Science ®Google Scholar
• Zangori, L., Vo, T., Forbes, C. T., & Schwarz, C. V. (2017). Supporting 3rd-grade students model-based explanations about groundwater: A quasi-experimental study of a curricular intervention. International Journal of Science Education, 39(11), 1421–1442.
   Web of Science ®Google Scholar