Scientific Modeling in Biology: Professional Development for High School Teachers K. Christian CSM 610 Spring 2017

Scientific Modeling in Biology PD Presentation Follow this link for the complete PD presentation: Scientific Modeling in Biology

Course Core Ideas Addressed Epistemology of authentic science Chinn & Malhotra, 2002 NRC Framework - Science Practices Assessing Lessons in Modeling Schwarz et al., 2009 Designing Lessons in Modeling

PD: Format Teacher-led curriculum development workshop for Regents Biology (10th grade) teachers Reorganization of curriculum around biological themes Redesign of district-wide lab manuals (including activities, worksheets, labs) Alignment of course to NYSSLS (based on NGSS) Revision of course assessments

PD: Format Previous presentation: overview of NYSSLS

PD: Objectives

NYSSLS: Science Practices Review NRC Framework Modeling Explanation Argumentation Emphasize interconnectedness of science practices

NYSSLS: Science Practices Teachers analyze our current lab manuals for examples of student tasks demonstrating argumentation, modeling, explanation. Ex: NYS Diffusion Through a Membrane (model); Surface Area in the Small Intestines (model); Antibiotic Resistance (model/explain); DNA Paper Model (model); Why must cells divide? (model/explain)

Scientific Modeling Define authentic scientific modeling NRC Framework (2. Developing & Using Models): Models can be used to develop explanations about phenomena Models “go beyond observables” Models enable hypothesis testing Chinn & Malhotra, 2002: Scientists use models to test research questions Scientists develop and revise models Scientists use models to relate/differentiate multiple variables

Scientific Modeling Types of Models Physical Conceptual Mathematical Ex: model cell in Diffusion Through a Membrane Lab Conceptual Ex: phylogenetic trees showing evolutionary relationships Mathematical Ex: carrying capacity and logistic model for population growth

Scientific Modeling Modeling Tasks Constructing Models Using Models Evaluating & Revising Models Revising: Students adjust their model to account for “new evidence” that mitosis results in two identical cells. Constructing: Students create a model of the chromosomes in a diploid cell nucleus (2n=6). Using: Students use their model to explain how cell division creates two cells. Using: Students predict how mistakes during the process of cell division might lead to dysfunctional cells.

Scientific Modeling Concerns for modeling in the classroom: Student misinterpretation of the model as reality Omission/ignorance of variables in models Overuse of models to illustrate biological systems rather than develop questions and test hypotheses about those systems Modeling lessons tend to focus on model use rather than model design and construction

Competency in Modeling Learning Progressions Pathway students travel as they learn a skill Can be used to develop student performance tasks that Illustrate different levels of modeling skill based on student outcomes Modeling LPs (Schwarz et al., 2009) Understanding models as generative tools for predicting and explaining Understanding models as changeable entities

Learning Progressions Models as Generative Tools (Schwarz et al., 2009)

Learning Progressions Models as Changeable Entities (Schwarz et al., 2009)

Competency in Modeling Teachers assess our current modeling activities (selected earlier in workshop) with Learning Progressions. What are we currently expecting of our students, in terms of scientific modeling?

Modeling in Biology NYSSLS Referencing Modeling HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Modeling in Biology Working in groups, teachers select one of the NYSSLS items and develop a lesson that reflects that standard.