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This study examines a multi-year model-based pedagogy program in a longitudinal comparative case design, analyzing scientific reasoning skills (SRS) and content knowledge using hierarchical linear modeling. Results show that early exposure boosts SRS, with the lowest-quartile students improving across three course years, and SRS predicting post-content knowledge across subjects.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/modelling-based-pedagogy-as-a-theme-across-science-disciplines-effects-on-scientific-reasoning-and-content-understanding/270982/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/modelling-based-pedagogy-as-a-theme-across-science-disciplines-effects-on-scientific-reasoning-and-content-understanding/270982.png","ImageObject",300,407,{"name":92,"@type":93},"Chloe Bennett","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"What were the key findings about scientific reasoning scores?","Question",{"text":113,"@type":114},"Initial modelling-based instruction significantly increased SRS, lowest-quartile students showed growth over three years, and reasoning scores predicted post-content knowledge across all subjects.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},270982,1789458971,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":132,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":122,"read_time":137,"preview_page_count":4},962084925782,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","European Journal of Science and Mathematics Education, 2023, 11(4), 717-737 ISSN: 2301-251X (Online)  \nOPEN ACCESS  Research Article  \nModelling-based pedagogy as a theme across science disciplines–Effects on scientific reasoning and content understanding  \nKathy L. Malone 1,2*  \n 0000-0002-9286-4054  \nAnita Schuchardt 3  \n 0000-0001-6978-6484  \n1 University of Hawai’i at Hilo, Hilo, HI, USA  \n2 Nazarbayev University, Astana, KAZAKHSTAN  \n3 University of Minnesota–Twin Cities, Minneapolis, MN, USA  \n* Corresponding author: [klmalone60@gmail.com](klmalone60@gmail.com)  \nCitation: Malone, K. L., & Schuchardt, A. (2023) . Modelling-based pedagogy as a theme across science disciplines–Effects on scientific reasoning and content understanding. European Journal of Science and Mathematics Education, 11(4), 717-737.  \n[https://doi.org/10.30935/scimath/13516](https://doi.org/10.30935/scimath/13516)  \nARTICLE INFO ABSTRACT  \n\n| Received: 21 Dec 2022\u003Cbr>Accepted: 21 Jul 2023 | Due to the increased use of scientific models and modelling in K-12 education, there is a need to uncover its effects on students over time. Prior research has shown that the use of scientific modelling in K-12 classes is associated with improved conceptual knowledge and problemsolving skills. However, few studies have explicitly tested the longitudinal benefits of using model-based instruction on students’ scientific reasoning skills (SRS) and content knowledge. This paper studies the effects of the use of modelling-based pedagogy in a longitudinal comparative case study on students’ SRS using hierarchical linear modeling. Our findings showed that initial exposure to modelling-based instruction increased scientific reasoning scores significantly. By the end of their first year of science instruction, the average high school freshman in our study achieved the scientific reasoning level of many undergraduate STEM majors. More importantly, students in the lowest quartile of scientific reasoning demonstrated increased scores over the three years of the modeling-based course sequence. In addition, reasoning scores in the modelling classes were a significant predictor of post-content knowledge in all subjects. Our results suggested that students should be exposed to model-based instruction early and consistently to achieve equity in science instruction.\u003Cbr>Keywords: modelling-based instruction, science models, scientific reasoning, secondary school |\n| --- | --- |\n| INTRODUCTION |  |\n\nModels and scientific reasoning instead of memorization of facts have become central in many international standards (e.g., KMK, 2005; Ministry of Education, 2014; Ministry of Education in Taiwan, 2018; NGSS Lead States, 2013) . This shift towards authentic science practices was precipitated by international testing that revealed that students across the world were experiencing difficulty in their ability to use scientific evidence (OECD, 2019) . The use of modelling in secondary classrooms has shown positive results across not only numerous science disciplines but also grade levels and has included improvements in conceptual performance, scientific reasoning skills (SRS), conceptual understanding, and problem-solving (e.g., Chang, 2010; Gobet et al., 2011; Hestenes et al., 1992; Jenkins & Howard, 2019; Malone, 2008; Malone & Schuchardt, 2020; Passmore & Stewart, 2002) . Most of these studies have focused on short interventions and do not consider the effects of long-term usage of modelling on students’ knowledge and SRS. SRS are important since they have been shown to correlate with conceptual gains and problem-solving (e.g., Nieminen et al., 2012;  \nThompson et al., 2018) . Unfortunately, even with additional content knowledge SRS do not seem to improve after secondary school (e.g., Ding, 2018; Ding et al., 2016; Norris et al., 2003) . Thus, students’ SRS must be as strong as possible by the end of secondary school to help ensure success in college and everyday life.  \nIn this paper, we ","cbCaipr9bLBGhUPT","https://ap.wps.com/l/cbCaipr9bLBGhUPT","pdf",1039702,21,"English","# ARTICLE INFO\n## Abstract\n## Introduction\n## Background of the Study\n## Scientific Reasoning Skills","[{\"question\":\"What were the key findings about scientific reasoning scores?\",\"answer\":\"Initial modelling-based instruction significantly increased SRS, lowest-quartile students showed growth over three years, and reasoning scores predicted post-content knowledge across all subjects.\"}]","Modelling-based Pedagogy as a Theme Across Science Disciplines - Effects on Scientific Reasoning and Content Understanding | PDF",53]