Model, Assess, Repeat
When teachers first wrap their heads around scientific modeling, it can be a bit tricky to distinguish scientific models from diagrams and threedimensional models. If a fifth grader draws and labels a food web, it's a model. Right? Not necessarily. According to the Framework, students' sci...
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| Veröffentlicht in: | Science and children 2020-03, Vol.57 (7), p.34-39 |
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| container_title | Science and children |
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| creator | Boughey, Sarah Henriques, Laura |
| description | When teachers first wrap their heads around scientific modeling, it can be a bit tricky to distinguish scientific models from diagrams and threedimensional models. If a fifth grader draws and labels a food web, it's a model. Right? Not necessarily. According to the Framework, students' scientific models are intended to represent their current understanding of a system (or parts of a system) under study, to aid in the development of questions and explanations, and to communicate ideas to others. After exploring digital models for a couple of years with my third graders, I began to wonder how I should assess and grade them. A shift of teaching has teachers assessing students through science and engineering practices (SEP) and crosscutting concepts (CCC), but it is not always clear how to do so. My first attempt at creating rubrics only included the science concepts from the unit. |
| doi_str_mv | 10.1080/00368148.2020.12291554 |
| format | Article |
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| ispartof | Science and children, 2020-03, Vol.57 (7), p.34-39 |
| issn | 0036-8148 1943-4812 |
| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Academic Standards Classrooms Educational technology Elementary Secondary Education Food chains Food webs Grade 3 Grade 5 Grading Grouping (Instructional Purposes) Internet resources Language Acquisition Nonprint Media Science Sentences Student Evaluation Students Teachers Technology Integration Units of Study Video Technology Writing Instruction |
| title | Model, Assess, Repeat |
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