MODEL-BASED REASONING IN THE PROFESSIONAL DEVELOPMENT OF K-12 TEACHERS IN THE SACRAMENTO AREA SCIENCE PROJECT

Science, particularly earth science, proceeds through the construction, testing and revision of models that explain phenomena observed in the natural world. Yet science is typically taught in schools as factual information, with little exploration of the models that underlie our understanding of science and the evidence that supports those models. At the Sacramento Area Science Project we provide professional development rooted in model-based reasoning. Teachers explore a particular phenomenon, such as the six month cycle of lunar and solar eclipses and the monthly cycle of lunar phases. They analyze data looking for patterns. They then develop a model to explain the patterns. Then the model is tested and refined by considering new data – for example, patterns of annular vs. total solar eclipses. We have found model-based reasoning to be a powerful tool for teachers to reconsider their understanding of commonly misunderstood concepts, and for teachers to consider how to gather evidence of their own students' understanding of these concepts. After several years of collecting data on teacher learning using model-based reasoning, we are now looking at how teachers translate their experiences with models to the K-12 classroom.