Teachers' instructional practices are critical for guiding students' engagement in scientific practices within the classroom knowledge building community. In this study, we seek to understand how teachers' instructional supports of epistemic aspects involved in scientific modeling may influence students' meaningful engagement in the practice. In particular, we examine two upper elementary teachers' epistemological messages about modeling over the course of a model‐based unit and focus group conversations in consensus model activities to explore the relationship between teachers' instructional supports and students' practice. The results suggest that each teacher was sharing complex messages about various aspects of the modeling practice ranging from procedural to epistemic. Further, those messages were then reflected in students' work. Our findings indicate that teachers' (a) foregrounding of epistemological messages, (b) consistency in emphasizing those messages, and (c) unpacking of those messages may play an important role in how epistemological ideas about modeling are taken up by students. We conclude the paper by discussing implications for supporting teachers in meaningfully enacting modeling practice.

中文翻译：

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通过认识论的信息支持学生有意义地参与科学建模：以对比教学法为例

教师的教学实践对于指导学生在课堂知识构建社区中参与科学实践至关重要。在本研究中，我们试图了解教师对科学建模所涉及的认知方面的教学支持如何影响学生对实践的有意义的参与。特别是，我们研究了关于基础模型单元课程中的建模的两个高级基础老师的认识论信息，并在共识模型活动中进行了小组讨论，以探讨教师的教学支持与学生实践之间的关系。结果表明，每位教师都在共享从建模过程到认知过程等建模实践各个方面的复杂信息。进一步，这些信息然后反映在学生的作品中。我们的发现表明，教师（a）认识论信息的前景，（b）强调这些信息的一致性以及（c）分解这些信息可能在学生如何接受关于建模的认识论思想方面发挥重要作用。我们通过讨论在支持教师有意义地实施建模实践中的意义来结束本文。