Research Lettershttp://edoc.hu-berlin.de/18452/3542022-01-19T08:58:14Z2022-01-19T08:58:14ZInvestigating students’ modelling styles in the process of scientific-mathematical modellingMeister, JohannesUpmeier zu Belzen, Annettehttp://edoc.hu-berlin.de/18452/217932021-10-14T09:52:21Z2020-01-16T00:00:00ZInvestigating students’ modelling styles in the process of scientific-mathematical modelling
Meister, Johannes; Upmeier zu Belzen, Annette
Modelling plays an important role for inquiry in science and mathematics education; therefore, a lot of research has been done in this field from both perspectives. However, an integrated view combining previous findings is rather limited. For the specific case of line graphs as a common representation that models relations between different variables in science, an integrated model of scientific-mathematical modelling was developed. The model integrates a scientific and mathematical perspective that describes line graphs as graphical representations of functional relationships. This model is used as a theoretical framework a) to describe cognitive processes that are necessary for modelling scientific phenomena with mathematical functions represented as line graphs and b) to analyse these processes empirically. In the presented study two modelling tasks were developed in which 10th grade
students (N = 15) are asked to model biological phenomena graphically as line graphs. Modelling processes are recorded using a SmartPen and concurrent think aloud. Results show that participants’ modelling processes can be divided into sub-processes, related to the model of scientific-mathematical modelling. Furthermore, different individual modelling processes are reconstructed and graphically represented as graphical representations of individual modelling processes (GRIMPs). Based on a clustering process using GRIMPs, eight modelling styles are defined.
2020-01-16T00:00:00ZAssessment of meta-modeling knowledge: Learning from triadic concepts of models in the philosophy of scienceKrell, Moritzhttp://edoc.hu-berlin.de/18452/206102020-03-07T05:01:42Z2019-03-18T00:00:00ZAssessment of meta-modeling knowledge: Learning from triadic concepts of models in the philosophy of science
Krell, Moritz
Meta-modeling knowledge is an established construct in science education, typically conceptualized in frameworks encompassing hierarchically ordered levels of understanding specific for different aspects (e.g., purpose of models, testing models, changing models). This study critically discusses the appropriateness of assessments based on such frameworks taking into account triadic concepts of models in the philosophy of science. Empirically, secondary school students’ (N=359) responses to modeling tasks are analyzed. In the tasks, the modeling-purpose is not subject of the assessment, but
intentionally provided. The findings show that students’ expressed level of understanding significantly depend on both the modeling-purpose and the modeling-context introduced in the tasks. Implications for science education are discussed.
2019-03-18T00:00:00ZVisualizing pre-service biology teachers´ conceptions about population dynamics in ecosystemsMeister, SabineZimmerman, CorinneUpmeier zu Belzen, Annettehttp://edoc.hu-berlin.de/18452/201922021-10-14T09:52:26Z2018-09-24T00:00:00ZVisualizing pre-service biology teachers´ conceptions about population dynamics in ecosystems
Meister, Sabine; Zimmerman, Corinne; Upmeier zu Belzen, Annette
The Balance of Nature (BoN) metaphor leads to various naïve conceptions about ecosystem dynamics that do not address current scientific theories adequately. An appropriate alternative is the Flux of Nature (FoN) metaphor. Approaches to conceptual development in science education aim for learners to develop scientifically adequate conceptions rather than maintain naïve conceptions. Our goal was to investigate naïve BoN conceptions and their sources with the method of visualization. Therefore, we examined pre-service biology teachers’ (n = 26) conceptions about ecosystem dynamics by asking them to draw and explain line graphs to predict the development of a population. Graphs and explanations were analyzed with qualitative content analysis and assigned into categories related to either the BoN or the FoN metaphor. The majority of the graphical predictions were found to be in line with the BoN metaphor, which replicates the findings of previous studies. Additionally, the method of visualization shows that a common model used in ecology that is often presented in biological textbooks influenced the predictions made by our participants. When used uncritically, this model can support naïve BoN conceptions. Thus, our results suggest that the use of scientific models and pedagogical materials may influence conceptual development in this context.
2018-09-24T00:00:00ZDo Linguistic Features Influence Item Difficulty in Physics Assessments?Höttecke, DietmarFeser, Markus SebastianHeine, LenaEhmke, Timohttp://edoc.hu-berlin.de/18452/199392020-03-07T04:58:02Z2018-05-16T00:00:00ZDo Linguistic Features Influence Item Difficulty in Physics Assessments?
Höttecke, Dietmar; Feser, Markus Sebastian; Heine, Lena; Ehmke, Timo
This paper addresses the question if and to which extent linguistic surface features of test items in a physics assessment affect item difficulty. In an experimental study, linguistic features of test items in physics were varied systematically on three levels based on a heuristic model of linguistic demands. The results show that item difficulty can be predicted by linguistic features, but only for a limited number of items and not in a consistent way.
2018-05-16T00:00:00Z