ABSTRACT

Scientific modelling plays a crucial role in students’ science learning. Modelling proficiency and literacy development reinforce each other. This study investigates the relationship between teacher support of student literacy development and their modelling proficiency in the context of elementary project-based learning science environments. To explore the relationship, we sampled 557 students from 24 classrooms in 12 different schools. Data were analysed by multilevel mixed linear regression model analysis. Teaching strategies for teacher support of students’ literacy development were identified based on our observation field notes. The findings suggest that teacher support of students’ literacy development to engage them in the modelling practice is positively associated with their students’ modelling 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.

摘要

科学建模在学生的科学学习中起着至关重要的作用。对熟练程度和读写能力的建模相互促进。这项研究调查了在基于项目的基础学习科学环境中，教师对学生识字能力发展的支持与他们的建模能力之间的关系。为了探讨这种关系，我们从12家不同学校的24个教室中抽取了557名学生。通过多级混合线性回归模型分析来分析数据。根据我们的观察记录，确定了教师支持学生的读写能力发展的教学策略。研究结果表明，教师对学生的读写能力发展的支持使他们参与建模实践与他们的建模能力呈正相关。