Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

By Christina V. Schwarz, Brian J. Reiser, Elizabeth A. Davis, Lisa Kenyon, A. Acher, David Fortus, Yael Shwartz, Barbara Hug, Joseph Krajcik. 2009

1,155 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6440bf964938ba6fc1054f99f667b1138280ea70

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Brian J. Reiser
2. Clark A. Chinn
3. Ravit Golan Duncan
4. David M. Hammer
5. William J. Pluta
6. Christina V. Schwarz
7. Christina Krist
8. Elizabeth A. Davis

In Education

1. Brian J. Reiser
2. Clark A. Chinn
3. Ravit Golan Duncan
4. David M. Hammer
5. Elizabeth A. Davis
6. Christina V. Schwarz
7. William J. Pluta
8. Christina Krist

Citations in the corpus

• Implications of Complexity for Research on Learning Progressions (2015, background): “…work followed the release of the NRC report.1 Mapping out an ever increasing expanse of conceptual territory, there are LPs for most major topics in K-12 science curriculum, as well as for disciplinary practices including modeling (Schwarz et al., 2009) and argumentation (Berland & McNeill, 2010).”
• Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “…order process skill (Akerson et al., 2009) in which learners engage in scientific inquiry whose focus is on the creation, evaluation, and revision of scientific models that can be applied to understand and predict the natural world (Schwarz, 2009; Schwarz et al., 2009; Windschitl & Thompson, 2006).”
• How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, neutral): “Scientific modeling involves constructing representations to simplify, abstract, and examine content, which in turn helps students explain, predict, or solve authentic scientific problems in the real world (National Research Council 2012b; Schwarz et al. 2009).”
• A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012, background): “And in the third sphere, the ideas, such as the fit of models and explanations to evidence or the appropriateness of product designs, are analyzed, debated, and evaluated [21-23].”
• Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2012, background): “If our effort is to bring science to students in epistemologically meaningful ways (Schwarz et al. 2009), the materials used play a fundamental role, and this needs to be investigated.”
• The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works (2015, background): “…use of images in science textbooks (i.e., Dimopoulos et al. 2003; Bungum 2008), students’ representations or models when doing science (i.e., Gilbert et al. 2008; Dori et al. 2003; Lehrer and Schauble 2012; Schwarz et al. 2009), and students’ images of science and scientists (i.e., Chambers 1983).”