Issues and challenges of modelling-based teaching in virtual environments: Orchestrating students’ learning of particle model

Abstract

Modelling-based teaching (MBT) engages students in developing and using models. Studies contextualised in face-to-face classes show that MBT improves student understanding and skills in modelling. Yet, how MBT works in a completely virtual environment has yet been explored. This paper presents a qualitative study that examined issues and challenges of MBT in a Grade 7 virtual class taught by a physics teacher. We worked with the teacher in designing activities in which students built models (e.g., by dragging and dropping of particles) to develop submicro-level understanding of matters. Data sources included video recordings of 13 lessons, student-generated representations, and post-lesson teacher interviews examining critical teaching instances key to MBT in a virtual environment. Through qualitative analysis, we identified two issues and challenges critical to MBT implementation in the virtual environment. First, although representations that the students generated through dragging and dropping of given particles provided a common ground for the teacher and students to discuss and evaluate student ideas, it is challenging for the teacher to use gestures and technologies to complement his speech. Second, scaffolding students’ development of model with massive student responses collected in multiple channels (e.g., cameras, chat room) demanded the teacher’s ability to interpret and make on-the-fly pedagogical decisions. Our findings contribute to an understanding of the components required for effective MBT in virtual environments and inform the design of professional development programmes to develop teachers’ knowledge and skills of MBT in virtual environments.