Using Students' Explanatory Models as Sources of Feedback: Conceptualizing Ocean Acidification and Its Impacts
Abstract
This qualitative study focuses on students evidence-based explanatory models on how ocean acidification impacts oysters. Explanatory models are the crucial components of scientific endeavors as it helps scientists explain how the natural world functions and the reasons for the ways it functions. Moreover, these models assemble individual practices to understand how they work together to reach clear conclusions through scientific investigations. Due to their critical roles in making sense of authentic science, recent studies in science education suggest that these models should be part of the curriculum aligned with new science standards, i.e. Next Generation Science Standards, which stress the importance of engaging students in scientific practices. By collecting data from 400 secondary school students in Maryland, we aim to respond to the question: How can we use secondary school students' explanatory models to provide students with constructive feedback for more comprehensive learning of ocean acidification (the related evidence, causes and impact)? The data were analyzed through discourse analysis method. We highlighted and coded students' inscriptions (e.g., drawings, writings, and representations) that are signs of students' understanding (or lack thereof) of ocean acidification. These signs included explanations of pH levels, drawings of oyster growth, and inclusions of relevant data. The findings showed that the explanatory models can be critical forms of feedback as they reveal a) students' alternative conceptions on how ocean acidification impacts oysters or how acidification works in general; b) students' interpretations of oceans' (non)connectedness to Earth system; c) the choice of scientific representations and their sources; and d) the way students' integrate evidence or data from the investigations. Our work tackles an understanding of one of the most vital signs of modern climatic changes. Recent scientific evidence shows that if the change in ocean pH becomes too extreme, many organisms may not be able to adjust to this change. Based on our findings, we suggest that teachers can use explanatory models as sources of feedback to recognize how well their students conceptualize ocean acidification, integrate scientific practices, and use cultural artifacts of doing science.
- Publication:
-
AGU Fall Meeting Abstracts
- Pub Date:
- December 2017
- Bibcode:
- 2017AGUFMED22A..05S
- Keywords:
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- 0805 Elementary and secondary education;
- EDUCATION;
- 0825 Teaching methods;
- EDUCATION;
- 0830 Teacher training;
- EDUCATION;
- 0850 Geoscience education research;
- EDUCATION