PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Using the learning cycle and mathematical models to engage students in sensemaking Involving metamodeling knowledge in chemistry
Page: 1218
In this work we describe a study that analyzes student engagement in the process of sensemaking, which involved students developing metamodeling ideas related to mathematical models in chemistry, that is, ideas regarding the nature and purpose of models. This project defines sensemaking as the process of constructing and evaluating explanations to address an apparent inconsistency (i.e., “figure out” a problem). This process involves students using prior knowledge in combination with provided information to resolve a gap in understanding. For our dataset, students collaboratively worked through activities designed using the learning cycle (Process Oriented Guided Inquiry Learning, POGIL), which involves student-led movement through stages of exploration (direct questioning), concept invention (developing a formal definition for an idea), and application (using students’ constructed concept in a new context). Preliminary results from this qualitative study emphasizes how students construct explanations and engage in metamodeling ideas as part of the sensemaking process.