Modeling Hydrologic Systems in Elementary Science (MoHSES)

|Overview| |Personnel| |Publications| |Presentations|

MoHSES logo Project Overview
The Modeling Hydrologic Systems in Elementary Science (MoHSES) exploratory Discovery Research K-12 project, funded by the National Science Foundation, involves three years of research and development to investigate 3rd-grade students’ model-based reasoning about geospheric components of the hydrologic cycle (i.e., groundwater) and how elementary teachers scaffold students’ model-based reasoning. We draw upon an existing modeling learning performances framework to guide thensf_logo development and integration of a long-term conceptual modeling task into the Full Option Science System (FOSS) Water module, collaborative work with five 3rd-grade elementary teachers recruited from diverse institutional settings, and the execution of a design-based research program. We use classroom observations, in-depth interviews with students and teachers, and student artifacts to produce empirical findings, an empirically-tested learning performances framework, and pilot-tested student modeling tasks. These deliverables will ground future work to investigate students’ model-based reasoning about hydrologic systems across the K-16 grades and develop an empirically-tested learning progression for students’ model-based reasoning about hydrologic systems. The project leverages a partnership involving the University of Nebraska-Lincoln, Michigan State University (MSU), the Iowa Van Allen Science Teaching (VAST) Center and Grant Wood Area Education Agency (GWAEA).

Instructional resources developed through this project include supplemental teacher materials, a student packet, and student assessment (with answer key).

Stay up to date with current news associated with the MoHSES project here.

Project Personnel
Cory Forbes – Principal Investigator

Christina Schwarz, Associate Professor, Science Education, Michigan State University, Co-Investigator

Tina Vo – Tina Vo is currently a science education Ph.D. student at the University of Nebraska-Lincoln. She has her B.S. in elementary education from Illinois State University and a M.S. from the University of Iowa in Science Education with research a focus on technology. She was a middle school teacher for 4 years in Illinois and Iowa, teaching in both public and private schools. Since returning to grad school she has been a graduate assistant in the Education Technology Center while also assisting Information Technology Services in research and as a graduate research assistant on the MoHSES project, focusing on teacher’s engagement with scientific modeling. Tina’s current research interests include increasing science literacy through technology within elementary and middle school classrooms at the teacher level, geological processes, and educative curriculum materials.

Laura Zangori – Laura Zangori is an Assistant Professor of Science Education at the University of Missouri-Columbia. She was a graduate research assistant on the MoHSES project from 2012-2015.

Project Publications
Zangori, L., Vo, T., Forbes, C.T., & Schwarz, C. (2017).  Supporting 3rd-grade students’ model-based explanations about groundwater: A quasi-experimental study of a curricular intervention.  In International Journal of Science Education, 39(11), 1421-1442.

Lange-Schubert, K., Schubert, J., Böschl, F., & Forbes, C.T. (2016).  Wasser – Boden – Interaktionen: Durch wissenschaftliches Beobachten, Untersuchen und Modellieren über den Was-serkreislauf lernen [Water – soil interactions: Learning through scientific monitoring, investigating, and modeling on the water cycle]. In M. Adamina, M. Hemmer, & J.C. Schubert, (Eds.), Die Geographische Perspektive Konkret – Begleitband 3 zum Perspektivrahmen Sachunterricht (pp. 29-42). Bad Heilbrunn: Klinkhardt.

Forbes, C.T., Vo, T., Zangori, L., & Schwarz, C. (2015). Supporting students’ scientific modeling when learning about the water cycle, Science and Children, 53(2), 42-49.

Forbes, C.T., Zangori, L., Schwarz, C.V. (2015). Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students’ model-driven explanation-construction. Journal of Research in Science Teaching, 52(7), 895-921.

Vo, T., Forbes, C.T., Zangori, L., & Schwarz, C. (2015). Fostering 3rd-grade students’ use of scientific models with the water cycle: Elementary teachers’ conceptions and practices. International Journal of Science Education, 37(15), 2411-2432.

Zangori, L. Forbes, C.T., & Schwarz, C.V. (2015). Exploring the effect of embedded scaffolding within curricular tasks on 3rd-grade students’ model-based explanations about hydrologic cycling. Science & Education, 24(7-8), 957-981.

Forbes, C.T., Schwarz, C., & Zangori, L. (2014). Development of an empirically-based learning performances framework for 3rd-grade students’ model-based explanations about hydrologic cycling. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1, (pp. 46-53). Boulder, CO: International Society of the Learning Sciences.

Lange, K., Forbes, C.T., Helm, K., & Hartinger, A. (2014). Forschen heißt auch Modellieren! Wie kann das im naturwissenschaftlichen Sachunterricht der Grundschule aussehen? [Inquiry includes modelling – how can this look in elementary classrooms?]. Grundschulunterricht, 4, 17-22.

Zangori, L. & Forbes, C.T. (2014). Scientific practices in elementary classrooms: 3rd-grade students’ scientific explanations for seed structure and function. Science Education, 98(4), 614-639.

Zangori, L., Forbes, C.T., & Schwarz, C. (2014). Investigating the effect of curricular scaffolds on 3rd-grade students’ model-based explanations for hydrologic cycling. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2, (pp. 942-946). Boulder, CO: International Society of the Learning Sciences.

Project Presentations
Forbes, C.T., Vo, T., Zangori, L., & Schwarz, C.V. (2016). Modeling Hydrologic Systems in Elementary Science (MoHSES) project. Poster presented at the 2016 NSF DR K-12 PI Conference, Washington, DC.

Vo, T., Forbes, C. T. (2016). Learning to support students’ model-based learning about the water cycle: A three-year longitudinal case study of two 3rd-grade teachers. Paper presented at the 2016 annual meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD.

Zangori, L., Vo, T., Forbes, C.T., Schwarz, C.V. (2016).  Exploring links between 3rd-grade students’ model-based explanations and teachers’ model-based science instruction about groundwater. Paper presented at the 2016 annual meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD.

Forbes, C. T., Schwarz, C. V., Zangori, L., & Vo, T. (2015, March). Using models to support elementary students’ learning about water. Paper presented at the annual meeting of the National Science Teachers Association (NSTA), Chicago, IL.

Forbes, C. T., Vo, T., Schwarz, C. V., & Zangori, L. (2015, April). Exploring elementary teachers’ knowledge and practices for model-based science instruction about the water cycle. Paper  presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Forbes, C. T., Zangori, L., Vo, T. & Schwarz, C. V. (2015, April). Studying the impact of a design intervention on 3rd-grade students’ model-based explanations for water systems. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.

Vo, T., Forbes, C. T., Zangori, L., & Schwarz, S. (2015, April). Engaging students in scientific practices: The role of teachers in providing opportunities for student learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.

Zangori, L. & Forbes, C. T. (2015, April). Exploring 3rd-grade students’ model-based explanations about the interactions between plant processes and the hydrosphere. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.

Zangori, L. & Forbes, C. T. (2015, April). Exploring 3rd-grade students’ model-based explanations about the interactions between plant processes and the hydrosphere. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Zangori, L. Forbes, C., Schwarz, C. V., & Vo, T. (2015, April). Supporting 3rd-grade students’ model-based explanations about the water cycle: A quasi-experimental study of a curricular intervention. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Forbes, C.T., Schwarz, C., Zangori, L., & Vo., T. (2014, August). Modeling Hydrologic Systems in Elementary Science (MoHSES) project. Poster presented at the 2014 NSF DR K-12 PI Conference, Washington, DC.

Forbes, C.T. (2014, March).  Discipline-based research on elementary science learning environments designed to foster students’ learning about water systems.  Invited presentation at the UNL Discipline-Based Educational Research (DBER) Group Seminar.

Forbes, C.T., Schwarz, C., & Zangori, L. (2014, June). Development of an empirically-based learning performances framework for 3rd-grade students’ model-based explanations about hydrologic cycling. Paper presented at the bi-annual International Conference of the Learning Sciences (ICLS), Boulder, CO.

Zangori, L., Forbes, C.T., & Schwarz, C. (2014, June). Investigating the effect of curricular scaffolds on 3rd-grade students’ model-based explanations for hydrologic cycling. Paper presented at the bi-annual International Conference of the Learning Sciences (ICLS), Boulder, CO.

Forbes, C.T., Zangori, L., & Schwarz, C. (2014, April). Mapping concepts to systems: Fostering 3rd-grade students’ use of models to explain hydrologic phenomena. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.

Forbes, C. T., Schwarz, C., & Zangori, L. (2014, April). Development of an empirically grounded learning performances framework for 3rd-grade students’ model-based explanations about water. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Vo, T., Forbes, C.T., Zangori, L., & Schwarz, C. (2014, April). Elementary teachers conceptions and practices: Fostering students’ use of scientific models of the water cycle. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.

Zangori, L., Forbes, C. T., & Schwarz, C. (2014, March). Elementary students’ model-based explanations for botanical components of the water cycle. Poster presented at the annual meeting of the National Association of Research Teaching, Pittsburgh, PA.

Zangori, L., Forbes, C.T., & Schwarz, C. (2014, April). Investigating the effect of curricular scaffolds on 3rd-grade students’ model-based reasoning about the water cycle. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Zangori, L., Forbes, C.T., & Schwarz, C. (2013, November). Elementary students’ model-based explanations about the water cycle. Paper presented at the annual meeting of School Science and Mathematics, San Antonio, TX.