Abstract: Engaging students in modeling in a disciplinarily productive way is both important and challenging for teachers. While our prior research as well as that of others indicates that successfully engaging students in scientific modeling depends on aspects such as curriculum sequencing, empirical investigations, computer simulations, social interactions, and teacher scaffolding, these aspects do not capture students’ meaningful, as opposed to procedural, engagement in modeling. We argue that students’ meaningful engagement in scientific modeling...
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Topics: 
Mathematics education
Pedagogy
Engineering ethics