Publication Date
2017
Document Type
Dissertation
Committee Members
Lisa Kenyon, Ed.D (Advisor); Madhavi Kadakia, Ph.D (Committee Member); Kathrin Engisch, Ph.D (Committee Member); David Goldstein, Ph.D (Committee Member); Nimisha Patel, Ph.D (Committee Member)
Degree Name
Doctor of Philosophy (PhD)
Abstract
Recent reform calls for a more comprehensive approach to science education that positions learners as constructors of knowledge via scientific practices (NRC, 2012; Osborne, 2014). This 'practice turn' shifts from passive science learning to incorporating science actions with epistemic thinking (Duschl & Grandy, 2013; Ford & Forman, 2006; Osborne, 2014; Shouse, Schweingruber, & Duschl, 2007). Teachers are often underprepared in understanding the nuances of scientific practices, and frequently struggle with supporting students in meaningful practice engagement (Abd-El-Khalick & Akerson, 2004; Crawford, 1999; Davis, Petish, & Smithey, 2006; Duschl & Gitomer, 1997). Here, I draw upon the Berland et al. Epistemologies in Practice framework to define meaningfulness as being both authentic to the discipline of science and relevant to students: not only are students attending to epistemic thinking as they engage in a practice, but they are also buying into the need to do things that way (2016). In this dissertation, I examine a classroom community (Mrs. L and her students) across three eighth grade modeling units to answer the research question How does a teacher support students in a modeling curriculum? Specifically, I want to know how Mrs. L and the students co-construct meaning around a practice in the classroom and then how students apply that meaning to their final models. Based on the data collected in each of the units, I argue that meaningfulness co-constructed around a practice in a classroom setting can take a variety of forms that maintain authenticity to the discipline of science and relevance to students. Furthermore, I argue that this meaningfulness can be abandoned as students construct their final models when the activity is approached as a product rather than as a scientific practice. Together, the findings from this multiple case study inform a larger body of research examining more effective supports for meaningful modeling and more productive approaches to modeling in the classroom and beyond.
Page Count
300
Department or Program
Biomedical Sciences
Year Degree Awarded
2017
Copyright
Copyright 2017, all rights reserved. My ETD will be available under the "Fair Use" terms of copyright law.
