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The central aim of science is to make sense of the world. To move forward as a community endeavor, sense-making must be systematic and focused. The question then is how do scientists actually experience the sense-making process? In this chapter we examine the “practice turn” in science studies and in particular how as a result of this turn scholars have come to realize that models are the “functional unit” of scientific thought and form the center of the reasoning/sense-making process. This (...) chapter will explore a context-dependent view of models and modeling in science. From this analysis we present a framework for delineating the different aspects of model-based reasoning and describe how this view can be useful in educational settings. This framework highlights how modeling supports and focuses scientific practice on sense-making. (shrink)

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When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book (...) addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you. (shrink)

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The ability to develop and use models to explain phenomena is a key component of the Next Generation Science Standards, and without examples of what modeling instruction looks like in the reality of classrooms, it will be difficult for us as a field to understand how to move forward in designing curricula that foreground the practice in ways that align with the epistemic commitments of modeling. In this article, we illustrate examples drawn from a model-based curriculum development project to problematize (...) and bring to the fore issues and tensions we observed through the course of modeling instruction. In doing so, we argue that instruction that is model-based may not be actualizing modeling as an epistemic practice to support student sensemaking. We suggest that this kind of enactment may be a result of the tensions between viewing models as content to be learned and modeling as a scientific practice in which the end products are not known ahead of time. We discuss the implications of our analysis for teacher learning and curriculum development. (shrink)

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