Reasoning with evidence while modeling: Successes at the middle school level

Research in undergraduate physics and in K–12 science education has demonstrated challenges and successes in facilitating student engagement with reasoning practices associated with professional physicists. Here we focus on one important dimension of physics reasoning, using evidence to revise model...

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Autores principales:	Lauren A. Barth-Cohen, Sarah K. Braden, Tamara G. Young, Sara Gailey
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/35af9e9843274121b9b3bc1efd107b2f
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spelling	oai:doaj.org-article:35af9e9843274121b9b3bc1efd107b2f2021-12-02T15:06:26ZReasoning with evidence while modeling: Successes at the middle school level10.1103/PhysRevPhysEducRes.17.0201062469-9896https://doaj.org/article/35af9e9843274121b9b3bc1efd107b2f2021-08-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020106http://doi.org/10.1103/PhysRevPhysEducRes.17.020106https://doaj.org/toc/2469-9896Research in undergraduate physics and in K–12 science education has demonstrated challenges and successes in facilitating student engagement with reasoning practices associated with professional physicists. Here we focus on one important dimension of physics reasoning, using evidence to revise models. While this topic has been explored at the undergraduate level, less is known about younger students’ physics reasoning, especially within the context of modeling and model revision, where measurement tools are less emphasized and where evidence is often observational qualitative data. Here we examine 7th graders’ conversations about pieces of observational scientific evidence in their conceptual models of magnetism. We present a series of cases from a whole class discussion to illustrate students’ productive reasoning using evidence while revising, challenging, and testing their scientific models. These cases illustrate how students reason about evidence in the context of canonical and noncanonical models of magnetism, specifically when different pieces of evidence contradict each other and when running the model is inconclusive. The results capture a variety of complex ways evidence can be productively used in reasoning with models, and, more importantly, show that middle school students’ reasoning shares important similarities with more advanced physics reasoning, which can be leveraged when designing and building future instruction.Lauren A. Barth-CohenSarah K. BradenTamara G. YoungSara GaileyAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020106 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Lauren A. Barth-Cohen Sarah K. Braden Tamara G. Young Sara Gailey Reasoning with evidence while modeling: Successes at the middle school level
description	Research in undergraduate physics and in K–12 science education has demonstrated challenges and successes in facilitating student engagement with reasoning practices associated with professional physicists. Here we focus on one important dimension of physics reasoning, using evidence to revise models. While this topic has been explored at the undergraduate level, less is known about younger students’ physics reasoning, especially within the context of modeling and model revision, where measurement tools are less emphasized and where evidence is often observational qualitative data. Here we examine 7th graders’ conversations about pieces of observational scientific evidence in their conceptual models of magnetism. We present a series of cases from a whole class discussion to illustrate students’ productive reasoning using evidence while revising, challenging, and testing their scientific models. These cases illustrate how students reason about evidence in the context of canonical and noncanonical models of magnetism, specifically when different pieces of evidence contradict each other and when running the model is inconclusive. The results capture a variety of complex ways evidence can be productively used in reasoning with models, and, more importantly, show that middle school students’ reasoning shares important similarities with more advanced physics reasoning, which can be leveraged when designing and building future instruction.
format	article
author	Lauren A. Barth-Cohen Sarah K. Braden Tamara G. Young Sara Gailey
author_facet	Lauren A. Barth-Cohen Sarah K. Braden Tamara G. Young Sara Gailey
author_sort	Lauren A. Barth-Cohen
title	Reasoning with evidence while modeling: Successes at the middle school level
title_short	Reasoning with evidence while modeling: Successes at the middle school level
title_full	Reasoning with evidence while modeling: Successes at the middle school level
title_fullStr	Reasoning with evidence while modeling: Successes at the middle school level
title_full_unstemmed	Reasoning with evidence while modeling: Successes at the middle school level
title_sort	reasoning with evidence while modeling: successes at the middle school level
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/35af9e9843274121b9b3bc1efd107b2f
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Reasoning with evidence while modeling: Successes at the middle school level

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