Abstract
ABSTRACT
Scientific modeling is the process by which students negotiate and peer review scientific models. This practice involves applying a set of criteria to evaluate the accuracy and validity of those models. However, previous studies have not adequately considered the role of different modes in facilitating such evaluation and revision. To address this gap, using a single case study design, we examined how two groups of seventh graders used different modes to construct, peer review, and revise scientific models. To structure this analysis, students were explicitly given a set of criteria. Using these criteria, they collaboratively reviewed the scientific models of other groups, having been encouraged to use visual, verbal, and written modes to express their thoughts. To examine their modeling processes in detail, two focal groups of students were video recorded. Each was filmed by a camera that captured the whole group setting, while the drawing and writing processes were filmed by another downward‐facing camera. Our findings indicate that different modes emphasize roles specific to construction, evaluation, and revision of modeling, and that these modes are intertwined with emotions. These findings illustrate the potential value of engaging students via multimodal discourse during modeling.