Impact of Model‐based Science Curriculum and Instruction on Elementary Students' Explanations for the Hydrosphere
Developing scientific literacy about water systems is critical for K‐12 students.
Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based research project focused on the development, implementation, revision, and testing of an enhanced, model‐centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms.