Date of this Version
DBER Group Discussion on 2014‐03‐20
To develop scientific literacy, elementary students should engage in articulation, negotiation, and revision of model‐based explanations about the water cycle (NRC, 2012). However, scientific modeling remains underemphasized in elementary science learning environments and little past research has explored early learners’ engagement in domain‐specific modeling practices. We are engaged in research and development to investigate 3rd‐grade students’ model‐based reasoning about water. Here, we report on the development of an empirically‐tested learning performances framework that integrates science content (i.e., ‘big ideas’) and scientific practices (i.e., modeling). This learning performances framework a) grounds the iterative development of curriculum and assessment and b) lays the groundwork for future development of a learning progression for K‐12 students’ learning about water.