The Relationship between Teacher’s Support of Literacy Development and Elementary Students’ Modeling Proficiency in Project-Based Learning Science Classrooms
Tingting Li1, 3*; Emily Miller2; I-Chien Chen4; Kayla Bartz3; Susan Codere1;
Joseph Krajcik1
Objectives. Scientific modeling plays a crucial role in students' science learning. Yet, many studies focus on teachers’ understanding of models and the practice of modeling (e.g., Dannusso, Testa, & Vicentini, 2010; Henze &van Driel, 2011). Exploring how teachers can best support students’ engagement and capacity in modeling practices is still critical and needed (Ke & Schwarz, 2019). Modeling proficiency and literacy development reinforce each other. However, even though research shows that there is a significant relationship between students’ literacy capability and science learning (Krajcik & Sutherland, 2010; Pearson, Moje, & Greenleaf, 2010), little is known about whether and how teachers' support of students' literacy development during science learning, such as supporting discourse for students’ sensemaking, supporting students to read and interpret multimodal texts (print text, audio, video, graphics/models) and to make connections to other unit experiences and texts, and supporting students to communicate their ideas clearly using writing and/or drawing/models, affects their students’ modeling proficiency. This study investigates the relationship between teacher support of student literacy development and their modeling proficiency in the context of elementary project-based learning science environments.
Multiple-Literacies in Project-based Learning project. Our study takes place in the context of the ML-PBL project. Four curriculum units are included in the third-grade sequence of ML-PBL. A unit assessment that focuses on measuring three-dimensional learning was given to students after each unit learning. The study reported here focuses on the first unit in the third-grade sequence called the Squirrel. Throughout the Squirrel unit, students develop an understanding of the crosscutting concepts of structure and function, and systems and system modeling through the practice of scientific modeling. Modeling in the unit requires the ability to interpret and communicate understanding of multimodal texts and to use multimodal texts to represent their ideas. The use of the modeling to connect and make sense of and integrate prior experiences with new understandings, reflects the integration design (Krajcik & Sutherland, 2010).
Methods. Data from 557 students from 24 classrooms across 12 schools in the ML-PBL efficacy study were analyzed. We use the following data: 1) four items from unit assessment identified to measure students’ modeling proficiency (Mean=7.79, SD=2.21); 2) observation data of teacher literacy development support; 3) teacher exit survey; 4) observation field notes. To explore the relationship, data were analyzed by multilevel mixed linear regression model analysis. Teaching strategies for teacher support of students’ literacy development were identified based on our observation field notes.
Results and conclusions. The findings suggest that teacher support of students' literacy development to engage them in the modeling practice is positively associated with their students’ modeling proficiency. With teacher support of literacy development, elementary students are able to develop models that provide scientific explanations for phenomena related to core learning goals of the unit.
Reference:
Danusso, L., Testa, I., & Vicentini, M. (2010). Improving prospective teachers’ knowledge about scientific models and modelling: Design and evaluation of a teacher education intervention. International Journal of Science Education, 32(7), 871-905.
Henze, I., & van Driel, J. H. (2011). Science teachers’ knowledge about learning and teaching models and modeling in public understanding of science. In Models and modeling (pp. 239-261). Springer, Dordrecht.
Ke, L., & Schwarz, C. V. (2019). Using Epistemic Considerations in Teaching: Fostering Students’ Meaningful Engagement in Scientific Modeling. In Towards a Competence-Based View on Models and Modeling in Science Education (pp. 181-199). Springer, Cham.
Krajcik, J. S., & Sutherland, L. M. (2010). Supporting students in developing literacy in science. science, 328(5977), 456-459.
Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. science, 328(5977), 459-463.