Date of Award

5-2026

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study examined the impact of iterative scientific modeling on the development of scientific reasoning in middle school students. Twenty-five 7th and 8th grade students participated in an eight-week intervention in which they built, tested, and then revised scientific models followed by reflection questions. A pre- and post-assessment was used to measure growth in student ability to explain science phenomena, to make predictions, and to construct evidence-based arguments. Quantitative data shows a statistically significant improvement in post-test scores (p = 1.067E-9). Qualitative data from student interviews shows increased attention to detail, improved clarity in scientific communication, and enhanced ability to justify reasoning using visual models. Student growth was gradual and required instructional scaffolding; but the findings suggest that iterative modeling is an effective strategy for promoting scientific reasoning in middle school classrooms.

Comments

Action Research Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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