Exploring Elementary Teachers’ Perceptions and Characterizations of Model-Oriented Issue-Based Teaching

ABSTRACTEngaging learners in modeling practices can promote substantial science learning, and anchoring science teaching in societal issues can promote student motivation to learn and make learning experiences more meaningful. However, elementary teachers have had few prior experiences with either modeling or socioscientific issues (SSI) and so are unfamiliar with how either construct supports student learning. We created the model-oriented issue-based (MOIB) teaching approach to support teachers in building knowledge of both modeling and SSI and considering how they work together to support student learning. Here we explore how 4 third-grade teachers perceived and characterized MOIB teaching in their classrooms. The teachers were a professional learning community with varying levels of teaching experience. All 4 participated in a professional development workshop to learn MOIB and then taught a MOIB ecosystem curriculum in their classrooms. Each teacher was interviewed individually before and after the c...