ERIC Number: ED446906
Record Type: RIE
Publication Date: 2000-Jan
Reference Count: N/A
Using a Modeling Approach To Explore Scientific Epistemology with High School Biology Students. Research Report.
This paper describes a study of high school students' participation in the construction and revision of explanatory models as they attempted to account for a variety of inheritance phenomena observed in computer-generated "fruit flies". Throughout the course students were encouraged to explore epistemological issues related to the assessment and justification of knowledge claims (explanatory models) in genetics. Findings indicate that students' conceptions of models changed during the nine-week course. Initially the majority of students equated scientific models with proof of theories but by the end of the course, most students demonstrated understanding of the conceptual nature of scientific models and the need to justify such knowledge according to both its empirical utility and its conceptual consistency. (Contains 17 references.) (Author/WRM)
Descriptors: Computer Uses in Education, Genetics, High Schools, Instructional Effectiveness, Learning Processes, Models, Science Education, Scientific Methodology, Scientific Principles
National Center for Improving Student Learning and Achievement in Mathematics and Science, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706; phone: 608-263-3605; e-mail: firstname.lastname@example.org. For full text: http://www.wcer.wisc.edu/ncisla.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Arlington, VA.
Authoring Institution: Wisconsin Univ., Madison. National Center for Improving Student Learning and Achievement in Mathematics and Science.
Note: For corrected copy of table 4 in report, see http://www.wcer.wisc.edu/ncisla/publications/.