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

Abstract Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice (e.g., understanding the nature and purpose of models). Our learning progression for scientific modeling includes two dimensions that combine metaknowledge and elements of practice— scientific models as tools for predicting and explaining , and models change…

• NS
  National Science Foundation

  Awards: 0439493, 0439352, 0628199
• NU
  Northwestern University
• NA
  National Association for Research in Science Teaching
• UO
  University of Oxford