Learners' Epistemic Criteria for Good Scientific Models.

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In Quest of Productive Modeling-Based Learning Discourse in Elementary School Science (2011, background): “to be tested and to describe scientific phenomena (Gilbert, 1995; Pluta et al., 2011), and therefore, modeling plays a central role in the justification and formation of (new) knowledge (Halloun, 2006; Koponen, 2007).”
Understanding and Promoting Thinking About Knowledge (2016, background): “For example, Pluta, Chinn, and Duncan (2011) assessed epistemic cognition by first asking participants to engage in scientific inquiry and then prompting them to reflect on their epistemic practices and ideals.”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “Pluta, Chinn, and Duncan ( 2011 ) asked seventh graders to generate lists of standards for good explanatory models.”
Reading Into the Future: Competence for the 21st Century (2012, background): “For instance, Pluta, Chinn, and Duncan (2011) examined the criteria (e.g., accuracy, explanatory scope, or parsimony) that middle school students used in judging the “fit” of scientific models to available data.”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “We would like students to be able to reflect on whether or not their epistemic products are good and to understand the reasons for their evaluations (e.g., D. Kuhn, Zillmer, Crowell, & Zavala, 2013; Pluta et al., 2011; Ryu & Sandoval, 2012).”