Literature Review 1 The Essential Practices of Model-Based Inquiry in Science Education Raina York Northern Arizona University Sci-630 Literature in Science Ed Dr. Ron Gray October 11, 2021 Literature Review 2 The Essential Practices of Model-Based Inquiry in Science Education Model-based inquiry (MBI) is an instructional model that requires students to use more realistic science practices by incorporating scientific modeling, explanation, and argumentation in order to explain natural phenomena. The structure of a model-based inquiry instructional unit begins with a guiding question based on a natural phenomenon and places modeling at the center of student inquiry. Students develop and revise a model throughout the unit as they engage in learning related to the scientific concepts that facilitate student understanding. Students engage in discourse throughout the unit, coming to consensus through the use of public records. Finally, students complete revisions of their model for testing, explain the scientific concepts related to their model, and engage in argumentation to answer the original driving question. This literature review will focus on the essential practices of Model-Based Inquiry including the topics of modeling as the explicit focus of the unit, anchoring phenomenon, student discourse and public records, and evidence-based explanations. Educators recognize the benefits of model-based inquiry in classrooms. ”Cited benefits included improved student engagement, facilitation of more structured explanations, improved formative assessment, students’ ability to visualize particulate interactions, and promotion of learning about the nature of science, “ (Dass, et al. 2015). Understanding the essential practices will ensure students benefit from this instructional model. Modeling as the Explicit Focus of the Unit In order for students to develop a meaningful understanding of scientific concepts, modeling needs to be explicitly taught and move beyond the idea that a model is simply a representation of a structure or reaction. Rather, educators must add Literature Review 3 that models can also be a representation of a system or why a phenomenon is occurring in order to engage in a more realistic scientific process. According to Passmore et. Al. (2010), “scientists use existing models in their inquiries. Scientific understanding results when scientists (and students) use models to explain phenomena” (p. X). Educators must move beyond a science classroom that does not give students authority to investigate phenomena and relies on memorizing vocabulary and labs without opportunities for inquiry. This model discourages students from wanting to pursue science because it provides an inaccurate description of the real work of scientists. It also leaves them without a true understanding of the scientific concepts they should be learning. In order for modeling to become the explicit focus of a unit, teachers must explicitly teach about models. Gray and Rogan-Klyve (2018) report that, Prior research strongly suggests that explicit teacher talk is important for student understanding … and simply engaging students in creating and using scientific models has not been found sufficient to develop an ‘epistemological sophistication’ … that allows students to understand the nature of models and their importance to the practice of science. (p. X) In their study, implicit and explicit discourse by teachers about models and modeling supports students' understanding of the role and purpose of models as tools for supporting their own sense-making of phenomena. This paradigm is supported in other research. For example, Gilbert (1991) states: A model-centered, metamodeling approach, which emphasizes learning about the nature and purpose of models, also has the benefit of enabling students to Literature Review 4 develop accurate and productive epistemologies of science. If one defines science as a process of model building, this helps students understand that scientific knowl-edge is a human construct and that models vary in their ability to approximate, explain, and predict real-world phenomena (S. Gilbert, 1991 as cited in Schwarz & White, 2005). Because students and educators have very little experience with this idea of metamodeling, it is critical that teachers plan for these opportunities within their modelbased inquiry units in each phase of the MBI in order to support students. This explicit and implicit metamodeling talk will allow the primary focus to be on student use of the model to develop and support their scientific thinking. Another critical aspect of modeling as the explicit focus of the unit is choosing an appropriate phenomenon in order to engage students with scientific modeling. Reinhart et al. (2016) put forth the following guidelines for choosing phenomena: the phenomenon should be accessible to students and well understood by scientists, but the mechanism that drives the phenomenon should be unfamiliar to students. The authors suggest it be something relevant to students as well and possibly mysterious or even counter-intuitive to hook students' interest. Scientific modeling is an essential aspect of all science fields (Passmore et. al., 2009) so it is important for educators to focus on using meaningful phenomena, use both explicit and implicit metamodeling talk moves in order for students to use models as a sense making tool to develop their scientific knowledge.