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{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,11,15]],"date-time":"2023-11-15T22:07:25Z","timestamp":1700086045328},"reference-count":78,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2022,12,8]],"date-time":"2022-12-08T00:00:00Z","timestamp":1670457600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Science Education"],"published-print":{"date-parts":[[2023,3]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Science education reform efforts have emphasized the incorporation of more authentic and meaningful scientific practices into formal learning environments. With this focus on practices, such as scientific modeling, a powerful tool for sense\u2010making and reasoning, comes a need to observe and understand if and how it is actually occurring, particularly in elementary science learning environments. To address this need, and moving forward an international, collaborative research effort centered around scientific modeling, we undertook a cross\u2010national observational study in which we used an observation protocol to characterize scientific modeling practices in elementary classrooms in both the United States and Germany. Drawing on existing video\u2010based datasets from multiple projects, this study's findings provide empirical evidence for model\u2010based teaching and learning and explore the relative frequencies of relevant modeling subpractices (i.e., <jats:italic>construction<\/jats:italic>, <jats:italic>use<\/jats:italic>, <jats:italic>evaluation<\/jats:italic>, and <jats:italic>revision<\/jats:italic> of scientific models) in regular, day\u2010to\u2010day elementary science classrooms. This study also illustrates the differences and similarities between German and American science instruction. In general, students in both countries experience model <jats:italic>construction<\/jats:italic> more often than other modeling practices. German teachers more consistently foreground anchoring phenomena and students\u2019 questions\/preconceptions as part of the modeling process, thus leading to slightly higher overall modeling scores\u2014despite a complete lack of model <jats:italic>evaluation<\/jats:italic> and <jats:italic>revision<\/jats:italic> in any of the observed German classrooms. Ultimately, however, young learners in <jats:italic>both<\/jats:italic> nations seem to experience alarmingly little opportunities to engage in any of the modeling subpractices. Particularly in terms of modeling as a means to make sense of phenomena, constrained by teachers most commonly using finished representations (i.e., models) of phenomena and processes to teach science\/deliver content. Our results indicate the need for a greater focus on all scientific modeling subprocesses, particularly the integration of scientific modeling with already established, more general (e.g., inquiry\u2010based) strategies for effective science teaching and an emphasis on actualizing modeling as an authentic <jats:italic>sense\u2010making<\/jats:italic> endeavor.<\/jats:p>","DOI":"10.1002\/sce.21780","type":"journal-article","created":{"date-parts":[[2022,12,5]],"date-time":"2022-12-05T08:14:15Z","timestamp":1670228055000},"page":"368-400","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross\u2010national video study"],"prefix":"10.1002","volume":"107","author":[{"ORCID":"http:\/\/orcid.org\/0000-0002-9556-7645","authenticated-orcid":false,"given":"Florian","family":"B\u00f6schl","sequence":"first","affiliation":[{"name":"Department of Elementary School Science Education University of Leipzig Leipzig Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0003-2230-4251","authenticated-orcid":false,"given":"Cory","fam
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