Search

Despite its proven added value, modeling-based learning (MbL) in science is not commonly incorporated into the early grades. Our purpose in this descriptive case study was to enrich our understanding of how kindergarten children enact MbL by examining these children's constructed models and their accompanying oral descriptions of their models. For this purpose, we adopted a drawing-based modeling approach in which children used annotated drawings to represent their models. The participants consisted of four groups of 5- to 6-year-olds (68 children total) who studied the solution of substances in water. We analyzed child-developed models (artifact analysis) and their oral presentations (discourse analysis), seeking to provide rich, detailed descriptions of the characteristics of these models. Our findings suggest that children in the study developed five different types of models using three different depiction strategies. Our findings also suggest that when developing and presenting their models of a physical phenomenon, our kindergarten children tended to rely on analogical reasoning to identify similar, known situations corresponding to the phenomenon under study. They then invoked mechanistic reasoning to develop representations of the phenomenon under study based on the analogy they used. The spectrum of mechanistic reasoning used by the children, and the analysis of the structure and components of their constructed models serve as evidence suggesting that despite their limited experiences with formal science education, as well as with MbL in science, participating children could successfully engage in authentic MbL activities. We contend that this is aligned with the idea of modeling resources, suggesting that it is more productive to help children to develop more reliable access to modeling resources they already have, even though they are usually not aware of their connection to MbL, such as prior scientific knowledge, experience, and MbL skills.

ABSTRACT This study seeks to enrich our understanding of modeling‐based learning (MbL) in kindergarten science education, investigating the influences of different modeling tools on kindergarten child‐constructed models and their modeling reasoning. Therefore, this multi‐case study aimed at providing in‐depth descriptions of how MbL was enacted by 66 kindergarteners while combining the use of three modeling tools: paper‐and‐pencil, three‐dimensional structures, and dramatic play. We studied three different classes of children engaged in MbL who studied and modeled three different physical phenomena (wildflowers' parts and their functions, dissolving substances in water, shadow formation). We varied the modeling tools to investigate the ways these tools contributed to children's MbL. Data sources included the child‐constructed models, their modeling discourse, and mechanistic reasoning. From the videotaped lesson transcripts, we developed detailed accounts of the three MbL cases, and we analysed the discourse using modeling frame analysis and mechanistic reasoning analysis, along with the model component artifact analysis of the child‐constructed models. Findings suggested that the use of different modeling tools impacts child‐constructed models and their corresponding modeling‐based mechanistic reasoning. The findings also suggest that children's representational proficiencies seem to be related to the use of a variety of modeling tools, which enabled children to talk about the possible different ways of developing models and the different affordances of the various modeling tools' representational power. We use this evidence to argue that different modeling tools may afford different modeling possibilities that kindergarten children may draw upon possibly combining with modeling resources they have (e.g., role‐playing, storytelling, drawing). [ABSTRACT FROM AUTHOR]

According to the weak central coherence (CC) account individuals with autism spectrum disorders (ASD) exhibit enhanced local processing and weak part-whole integration. CC was investigated in the verbal domain. Adolescents, recruited using a 2 (ASD status) by 2 (language impairment status) design, completed an aural forced choice comprehension task involving syntactically ambiguous sentences. Half the picture targets depicted the least plausible interpretation, resulting in longer RTs across groups. These were assumed to reflect local processing. There was no ASD by plausibility interaction and consequently little evidence for weak CC in the verbal domain when conceptualised as enhanced local processing. Furthermore, there was little evidence that the processing of syntactically ambiguous sentences differed as a function of ASD or language-impairment status.

Despite the abundance of research in Modeling-based Learning (MbL) in science education, to date there is only limited research on MbL practices among K-6 novice modelers. More specifically, there is no information on how young/novice modelers' modeling enactments look so that researchers and educators have an idea of what should be expected from these novice/young modelers while engaged in MbL. Our purpose in this study was to investigate the ways in which K-6 novice modelers can engage in MbL in science, in rich modeling contexts, which feature various modeling media and tools. Using data from a variety of contexts, modeling means and tools and different student ages, we seek to develop, from the ground up, detailed descriptions of the modeling practices that K-6 students follow when involved in MbL. While using the modeling phases (e.g., construction of a model, evaluation of a model), along with their associated practices, as described in the literature for older learners and expert modelers as our basis, we followed ground research approaches to develop the descriptions of student-centered MbL. Our findings revealed that novice modelers enact certain MbL phases in a different manner than those described in the literature for older learners and/or expert modelers. We found that not only do the content and context of the various modeling phases differ, but also the sequence of these modeling phases and their associated practices, are different from those already described in the literature. Finally, we discuss how rich descriptions of MbL discourse can ultimately inform teachers and researchers about ways in which learning in science through MbL can be supported.

Although research has come to recognize the importance of studying classroom-based student-teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher-student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to ("Identification" of student inquiry), the process of deciding how to respond ("Interpretation-Evaluation" of student inquiry), and how the teacher is responding ("Response" to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry. (Contains 4 tables.)

Models and modeling are considered integral parts of scientific literacy, reflecting educators' efforts to introduce and engage students in authentic scientific inquiry through Modeling-based Learning (MbL) approaches in science. Over the years research has developed a considerable amount of knowledge concerning MbL. Our purpose in this paper was to review this research in order to systematize the knowledge accumulated and to provide an overview of what needs to be investigated further. We also took into account and describe the role of the teacher as part of the review. Our review shows that MbL has made cognitive, metacognitive, social, material and epistemological contributions in science education. Furthermore, it reveals that important information is still missing in order to ensure effective implementations of MbL. Future research needs to focus on investigating the learning processes which take place during MbL which result in improvements in student conceptual and epistemological understanding and abilities for scientific inquiry.

The purpose of this study was to investigate whole classroom discourse during modeling-based learning in science, seeking to describe the discourse's characteristics, its relation to the micro-context in which it took place and to the student-constructed models, and to ascertain when it becomes productive. Additionally, we aimed to describe how whole classroom modeling discourse in science may be better supported by the teacher as well as the role of the modeling tool. In doing so, we analyzed student conversations and student-constructed models from two groups of 11- to 12-year-old students. All students used a computer programming environment, namely Stagecast Creator, as a modeling tool. Findings revealed three distinct discourse types (modeling frames): (a) (initial) phenomenological description, (b) operationalization of the physical system's story, and (c) construction of algorithms. Finally, we discuss what we consider productive modeling discourse, as well as the contributions of the software and the teacher in this respect. (Contains 4 tables and 3 figures.)

The purpose of this study was to develop a framework for analyzing and evaluating student-constructed models of physical phenomena and monitoring the progress of these models. Moreover, we aimed to examine whether this framework could capture differences between models created using different computer-based modeling tools; namely, computer-based programming environments which, in prior research, were found to differ in various aspects of the models constructed through them. We analyzed 220 computer-based models of physical phenomena developed by two groups of elementary-school students. Using open coding we developed a framework that includes five elements of scientific models that code for representations of: (i) the physical objects; (ii) the physical entities; (iii) the object behaviors; (iv) the interactions among physical objects, physical entities, and object behavior(s); and (v) the accuracy of the phenomenon depiction. The implementation of this framework confirmed that it can differentiate student-generated models according to their sophistication and structural components, independent of the computer-based programming environments used to create the models. (Contains 2 tables and 2 figures.)

Non-word repetition (NWR) was investigated in adolescents with typical development, Specific Language Impairment (SLI) and Autism Plus language Impairment (ALI) (n = 17, 13, 16, and mean age 14;4, 15;4, 14;8 respectively). The study evaluated the hypothesis that poor NWR performance in both groups indicates an overlapping language phenotype (Kjelgaard & Tager-Flusberg, 2001). Performance was investigated both quantitatively, e.g. overall error rates, and qualitatively, e.g. effect of length on repetition, proportion of errors affecting phonological structure, and proportion of consonant substitutions involving manner changes. Findings were consistent with previous research (Whitehouse, Barry, & Bishop, 2008) demonstrating a greater effect of length in the SLI group than the ALI group, which may be due to greater short-term memory limitations. In addition, an automated count of phoneme errors identified poorer performance in the SLI group than the ALI group. These findings indicate differences in the language profiles of individuals with SLI and ALI, but do not rule out a partial overlap. Errors affecting phonological structure were relatively frequent, accounting for around 40% of phonemic errors, but less frequent than straight Consonant-for-Consonant or vowel-for-vowel substitutions. It is proposed that these two different types of errors may reflect separate contributory mechanisms. Around 50% of consonant substitutions in the clinical groups involved manner changes, suggesting poor auditory-perceptual encoding. From a clinical perspective algorithms which automatically count phoneme errors may enhance sensitivity of NWR as a diagnostic marker of language impairment. Learning outcomes: Readers will be able to (1) describe and evaluate the hypothesis that there is a phenotypic overlap between SLI and Autism Spectrum Disorders, (2) describe differences in the NWR performance of adolescents with SLI and ALI, and discuss whether these differences support or refute the phenotypic overlap hypothesis, and (3) understand how computational algorithms such as the Levenshtein Distance may be used to analyse NWR data. (Contains 2 tables and 1 figure.)

Background: Recent studies have indicated that many children with autism spectrum disorders present with language difficulties that are similar to those of children with specific language impairments, leading some to argue for similar structural deficits in these two disorders. Aims: Repetition of sentences involving long-distance dependencies was used to investigate complex syntax in these groups. Methods & Procedures: Adolescents with specific language impairments (mean age = 15;3, n = 14) and autism spectrum disorders plus language impairment (autism plus language impairment; mean age = 14;8, n = 16) were recruited alongside typically developing adolescents (mean age = 14;4, n = 17). They were required to repeat sentences containing relative clauses that varied in syntactic complexity. Outcomes & Results: The adolescents with specific language impairments presented with greater syntactic difficulties than the adolescents with autism plus language impairment, as manifested by higher error rates on the more complex object relative clauses, and a greater tendency to make syntactic changes during repetition. Conclusions & Implications: Adolescents with specific language impairments may have more severe syntactic difficulties than adolescents with autism plus language impairment, possibly due to their short-term memory limitations. (Contains 4 tables and 2 figures.)

This is an interpretive case study seeking to develop detailed and comparative descriptions of how two groups of fifth-grade students used two different Computer-based Programming Environments (CPEs) (namely Microworlds Logo and Stagecast Creator) during scientific modelling. The primary sources of data that were used in this 4-month study include videotaped students' group work and whole-class discussions, and the instructors' reflective journals. For the data analysis, contextual inquiry was used in conjunction with analysis of student conversation in order to gain better insight into students' activity and conversation patterns while working with CPEs. Findings highlight the differences in the ways that the students used the two CPEs in the context of developing models of natural phenomena with respect to three distinct phases that emerged from data analysis, which include student approaches to (i) planning, (ii) writing and debugging code, and (iii) using code to represent the phenomenon under study. Lastly, findings highlight which aspects of students work during the three phases can be productive for scientific modelling, proposing possible relationships between student work and CPE features. (Contains 3 tables, 10 figures and 1 note.)

Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of children’s inquiry which teachers identify; and (c) a repertoire of instructional strategies, from which to choose in order to respond to children’s in-class inquiry. Developing these abilities depends largely on teachers’ preparation and subsequent professional development (PD) in teaching science. Our purpose in this paper is to describe the design of a professional development program (PDP) for pre-school teachers in Cyprus, seeking to help them develop teacher responsiveness to children’s inquiry. We draw on data from an implementation of this PDP to illustrate how teachers have begun developing their sensitivity towards children’s in-class inquiry and building a repertoire of responses.

Background: Recent reports have suggested that the prevalence of autism and related spectrum disorders (ASDs) is substantially higher than previously recognised. We sought to quantify prevalence of ASDs in children in South Thames, UK. Methods: Within a total population cohort of 56 946 children aged 9-10 years, we screened all those with a current clinical diagnosis of ASD (n=255) or those judged to be at risk for being an undetected case (n=1515). A stratified subsample (n=255) received a comprehensive diagnostic assessment, including standardised clinical observation, and parent interview assessments of autistic symptoms, language, and intelligence quotient (IQ). Clinical consensus diagnoses of childhood autism and other ASDs were derived. We used a sample weighting procedure to estimate prevalence. Findings: The prevalence of childhood autism was 38.9 per 10,000 (95% CI 29.9-47.8) and that of other ASDs was 77.2 per 10,000 (52.1-102.3), making the total prevalence of all ASDs 116.1 per 10,000 (90.4-141.8). A narrower definition of childhood autism, which combined clinical consensus with instrument criteria for past and current presentation, provided a prevalence of 24.8 per 10,000 (17.6-32.0). The rate of previous local identification was lowest for children of less educated parents. Interpretation: Prevalence of autism and related ASDs is substantially greater than previously recognised. Whether the increase is due to better ascertainment, broadening diagnostic criteria, or increased incidence is unclear. Services in health, education, and social care will need to recognise the needs of children with some form of ASD, who constitute 1% of the child population. [ABSTRACT FROM AUTHOR]

Lay Abstract: Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.

Background: About 30% of children with autism spectrum disorder (ASD) do not develop functional speech and remain non-verbal or minimally verbal even after years of speech, language and educational interventions. A wide range of interventions have been developed for improving communication in ASD, but none have proved effective in eliciting functional language in ASD children. Research has found that people with ASD are more likely to have perfect pitch and prefer music to language. Further, it seems that language delay tends to co-occur with better musical skills. Brain imaging research has found that music alongside words increases the attention that people with ASD pay to spoken words., Methods: In this protocol, we describe our music-assisted programmes (MAP) that will use music to attract the attention of people with ASD to speech. MAP may open the brain pathways to language and therefore help improve communication skills for people with ASD more than standard communication protocols. In particular, we aim to develop and test whether individualised, easily used MAP would increase spoken language in 24-60-month-old, nonverbal or minimally verbal children with ASD. We will develop a structured training method, delivered through naturalistic, interactive activities (e.g. songs) to teach language to ASD children. We will test this by comparing two groups: one undertaking music-assisted programmes, and the other receiving speech and language therapy in the way that is recommended in NHS clinics. Participants will be allocated to groups randomly. The feasibility of MAP will be assessed through estimations of recruitment and retention rates, the sensitivity and reliability of the outcome measures, the intensity and frequency of the trial, the usability of the MAP app (beta version), and the burden of the assessments for the children and parents., Discussion: This feasibility randomised controlled trial will establish the acceptability and estimate the power of the MAP intervention to improve early word learning in children with ASD. In the longer term, this research will help us develop an app for parents or carers of children with ASD to design their own songs and implement their own individualised MAP., Trial Registration: ISRCTN, ISRCTN12536062 . Registered on 26 June 2019., (© 2021. The Author(s).)

The Children's Test of Nonword Repetition (CNRep) is one of the most popular tests of nonword repetition. The test is composed of nonwords of different length, and normative data suggest that children experience more difficulties in repeating long nonwords. An analysis of the distribution of phonological clusters in the test shows that noninitial clusters are unequally distributed in the test: They only appear in long nonwords (four and five syllables). For this reason, we hypothesized that the difficulties children encounter with long nonwords may be influenced by the phonological complexity of the clusters and not just by the challenge for working memory associated with length. To test the hypothesis, we compared repetition performance in long nonwords with and without a noninitial cluster in 18 children with language impairment and 18 typically developing children. The analysis shows that long nonwords with noninitial clusters are repeated less accurately by both groups. In addition, there was an interaction between cluster and age: The effect of cluster is absent in younger children and gradually increases with age. These findings suggest that phonological complexity may be having an impact on the length effect normally observed in the CNRep, and this impact may be particularly evident in older children., (© 2018 John Wiley & Sons, Ltd.)

Background: Autism is characterised by atypical social-communicative behaviour and restricted range of interests and repetitive behaviours. These features exist in a continuum in the general population. Behavioural measures validated across cultures and languages are required to quantify the dimensional traits of autism in these social and non-social domains. Bengali is the seventh most spoken language in the world. However, there is a serious dearth of data on standard measures of autism-related social and visual cognition in Bengali., Methods: Bengali translations of two measures related to social-communicative functioning (the Children's Reading the Mind in the Eyes Test (RMET) and a facial emotion recognition test with stimuli taken from the Karolinska Directed Emotional Faces database), one measure of visual perceptual disembedding (the Embedded Figures Test), and a questionnaire measure (the Children's Empathy Quotient) were tested in 25 children with autism spectrum conditions (ASC) and 26 control children (mean age = 10.7 years) in Kolkata, India. Group differences were analysed by t test and multiple regression (after accounting for potential effects of gender, IQ, and age)., Results: Behavioural and trait measures were associated with group differences in the expected directions: ASC children scored lower on the Children's Empathy Quotient and the RMET, as well as on facial emotion recognition, but were faster and more accurate on the Embedded Figures Test. Distributional properties of these measures within groups are similar to those reported in Western countries., Conclusions: These results provide an empirical demonstration of cross-cultural generalisability and applicability of these standard behavioural and trait measures related to autism, in a major world language.

Background: Specific language impairment (SLI) is heterogeneous and identifying subgroups within it may help explain the aetiology of the condition. Phonological processing abilities distinguish between children with SLI who do and do not have reading decoding impairments (RDIs)., Aims: To probe different levels of phonological processing in children with SLI with and without RDI to investigate the cognitive basis of these differences., Methods & Procedures: A total of 64 children aged 5-17 years were classified using the results of standardized language and single-word reading tests into those with no SLI and no RDI (No SLI/No RDI) (N = 18), no SLI but with RDI (No SLI/RDI) (N = 4, not included in analyses because of the small number), SLI/No RDI (N = 20), and SLI/RDI (N = 22). The groups were compared on a range of tasks engaging different levels of phonological processing (input and output processing and phonological awareness)., Outcomes & Results: The SLI/RDI group was distinguished from the SLI/No RDI and No SLI/No RDI groups by more errors in the longer items in non-word repetition and by poorer phonological awareness. Non-word discrimination scores indicated a gradient of performance across groups that was not associated with a qualitatively different pattern of performance., Conclusions & Implications: This is the first study contrasting input and output processes associated with phonological processing. The results suggest that deficits in SLI plus RDI may be associated with impairment in actively maintaining phonological representations for phonological processing, which is not present in those without RDI and which leads to reading decoding difficulties., (© 2016 Royal College of Speech and Language Therapists.)