Lyrica Lucas, University of Nebraska-Lincoln
Tuesday, May 9, 3:30 – 4:30 p.m. CT,
Avery 19 or via zoom at https://unl.zoom.us/j/96438025423
Title:
Engaging students in modeling environments to promote scientific reasoning: Insights on effective teaching practices, fundamental cognitive processes, and productive peer interactions
Abstract:
Modeling has become a central feature of scientific investigations to supplement both theoretical and experimental work. For all STEM disciplines, modeling experiences are essential for understanding complex systems and supporting the development of cognitive skills that enhance the acquisition of domain-specific conceptual knowledge. While educational reform initiatives in STEM increasingly emphasize the use of modeling, there are also concerns related to constraining the practice of modeling as a learning goal rather than a tool for sensemaking in efforts to simplify its assessment and application in learning environments. As a researcher, my goal is to investigate purposeful changes in modeling environments that can promote sensemaking and reasoning. In this talk, we will explore modeling environments where my research takes place and examine the variability in how students engage in modeling practices leading to differential learning. We will also look at research-based teaching practices in modeling spaces, use undergraduate biology education as an example to explore the range of modeling practices, and highlight the challenges that instructors might encounter in integrating modeling. Lastly, we will delve into the peer interactions that occur in modeling-based activities to shift the emphasis from individual assessments of learning toward recognizing the contributions of peers in sensemaking during modeling discussions.