Introducing an Instructional Model for Teaching Blended Math-Science Sensemaking in Undergraduate STEM Courses Using Computer Simulations

TL;DR

This paper introduces a novel instructional method utilizing interactive simulations to teach blended math-science sensemaking in undergraduate STEM courses, demonstrating its effectiveness in enhancing students' understanding and cognitive engagement.

Contribution

The work develops and tests a new instructional approach using simulations to improve blended MSS skills in STEM education, applicable from K-12 to undergraduate levels.

Findings

Students developed relevant equations and understanding of mathematical relationships.

The approach increased students' engagement in higher cognitive levels.

Effective in both chemistry and physics contexts.

Abstract

The ability to express scientific concepts in mathematical terms and integrate scientific and mathematical reasoning about a phenomenon is a foundational cognitive process involved in scientific thinking. This process called blended math-science sensemaking (blended MSS) is a desired skill for all STEM students, but few students are learning it, and there is little research on how to teach it. In this work we introduce the development and testing of a novel instructional method for teaching blended (MSS) that is suitable for use in STEM courses in undergraduate and K-12 educational settings. This study builds on our past work on developing and validating a framework for characterizing in detail the cognitive levels involved in such sensemaking. This work uses the unique power of interactive simulations for assessing and developing blended MSS. We designed instructional activities to help students use blended MSS in the contexts of heat capacity and Coulombs law. The Heat Capacity activity was piloted in a freshmen Chemistry course and the Coulombs law activity was piloted in a freshmen Physics course. The results indicate that for students who came in with no knowledge of the relevant equation the activity supported the development of both the equation, and their understanding of the mathematical relationships of the equation. These results indicate that the teaching approach helps students engage in blended MSS at higher levels of cognitive complexity.