DESIGNING FOR MODEL PROGRESSION TO FACILITATE STUDENTS’ SCIENCE LEARNING

Abstract

The CSI (Collaborative Science Inquiry) learning environment is designed as a science learning environment integrating guided inquiry, modeling and visualization, and social interaction. Model progression is a key component and feature in the CSI system, but few studies examine the value of model progression in the ICT-facilitated science learning. To demonstrate the educational value of model progression in science learning with CSI system, a trial instruction was conducted in this study. In this paper, we first review the relevant literature on the model-based science learning environment, model-based inquiry, and model progression to support the form of CSI learning
environment, and its underlying pedagogy. Then we introduce the CSI system, and the work flow of system implementation in science learning for presenting the features of CSI system. Following it, we describe the study of CSI implementation in the secondary science class to investigate the value of model progression with CSI system. By examining students’ modeling performance, their peer discussion and self-reflections generated in the activities, positive results were received that CSI learning environment has the pedagogical value on improving students’ conceptual understanding through model progression approach. And with the use of appropriate peer feedback, students’ models could be improved and elaborated in the learning activities. Implications were discussed to
inform science instruction and research.