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

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

3. 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

4. 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

5. PD: Format
Previous presentation: overview of NYSSLS

6. PD: Objectives

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

8. 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)

9. 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

10. 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

11. 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.

12. 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

13. 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

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

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

16. 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?

17. 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.

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