Middle School Students Modeling Viral Transmission

Abstract

This study explores how middle school students build and share knowledge about viral transmission through scientific modeling. We built a framework for modeling based on the literature with a focus on the epistemic dimensions of the practice. In the framework, we identified five epistemic considerations related to modeling: 1) representation, 2) mechanism, 3) communication, 4) justification, and 5) limitation. We use these considerations to inform our analysis of how middle school students discuss and participate in knowledge construction around viral transmission through modeling. Our results indicate (a) students use several modeling considerations from the Framework for Modeling Principles and Performances to build and share knowledge about viral transmission, and (b) through the modeling experience, students came to appreciate the multi-dimensional nature of viral transmission and pandemics. The findings indicate that middle school students can engage with modeling as part of socio-scientific issues, such as pandemics, in sophisticated ways.