유전에 관한 모형구성활동에서 학생들의 인식론적 프레이밍 전환과 모형 정교화 탐색
Exploring Students’ Epistemological Framing Shift and Sophistication of Models in a Modeling-Based Instruction in Genetics
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This study aimed to explore how shifts to productive framing and sophistication of models are facilitated in a modeling-based instruction in genetics. Fourteen students in four groups participated in modeling- based instruction in genetics, and this study focused on two groups whose practices clearly demonstrated shifts to productive framing. Interviews were conducted after the activity, and the students’practices both in the activity and interviews were recorded and transcribed for the analysis. The analysis results revealed three contextual cues that facilitated shift to productive framing: (a) recognition of alternative models elicited from group members, (b) drawing justification through the question 'why', and (c) emphasis on participation in the knowledge building process. Two contextual cues that facilitated the sophistication of models were also identified: (a) evaluation of prior knowledge and replacement with the scientific knowledge through group discussion, and (b) using familiar phenomena to explain the target concept. This study contributes to the development of instructional strategies to help students productively engage in scientific modeling and increase their sophistication of models in genetics.
Abstract
This study aimed to explore how shifts to productive framing and sophistication of models are facilitated in a modeling-based instruction in genetics. Fourteen students in four groups participated in modeling- based instruction in genetics, and this study focused on two groups whose practices clearly demonstrated shifts to productive framing. Interviews were conducted after the activity, and the students’practices both in the activity and interviews were recorded and transcribed for the analysis. The analysis results revealed three contextual cues that facilitated shift to productive framing: (a) recognition of alternative models elicited from group members, (b) drawing justification through the question 'why', and (c) emphasis on participation in the knowledge building process. Two contextual cues that facilitated the sophistication of models were also identified: (a) evaluation of prior knowledge and replacement with the scientific knowledge through group discussion, and (b) using familiar phenomena to explain the target concept. This study contributes to the development of instructional strategies to help students productively engage in scientific modeling and increase their sophistication of models in genetics.
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