![]() ![]() Accordingly, students frequently cannot see the value of the models explaining the phenomena, and they fail to see the differences between the scientific models and the actual phenomena (Krajcik and Merritt 2012). In practice, students are provided with scientists’ models to serve as simple illustrations however, they generally receive little time for exploring the evidence of the models, or for constructing their own explanatory models of the phenomena (Lehrer and Schauble 2012 Windschitl et al. Students generate and test models that enable them to experience epistemic practices through both empirical and thought experiments in the science classroom (Gilbert et al. Both models and modeling play an important role in developing students’ understanding of certain phenomena or information as they construct and represent their mental models. In the context of learning science, a model is an explanatory system that represents objects or phenomena via discourse, writing, behavior, and drawing (Harrison and Treagust 2000 Passmore and Stewart 2002 Schwarz and White 2005), while modeling is the process of generating, evaluating, and modifying models in order to create models that closely represent the scientific concepts (Justi and Gilbert 2002 Rea-Ramirez et al. In recent years, modeling has received considerable attention as a useful educational tool in the science classroom (Schwarz et al. 2000 Morrison and Morgan 1999 Nersessian 1999). Scientists simplify complex phenomena through modeling and the development of corresponding explanations (Giere 1999 Gilbert et al. Modeling-the process of constructing models-is a key process for scientists in the development of scientific ideas. These findings reveal that individual learning approaches will bring a synergistic effect to a group modeling process and can lead to practical educational insights for educators seeking to use lessons based on group modeling. Moreover, statements associated with DLA elements such as asking questions or metacognitive activity enabled the students to monitor others’ models or ideas critically, showing that active cognitive interaction was taking place within the group. In the model elaboration phase, statements associated with DLA elements such as request information of mechanism (AQ-a) and resolve discrepancies in knowledge (AQ-b) provided students with metacognitive scaffolding and enabled them to show their deep cognitive participation. These students then generated another sub-model. ![]() In the model generation phase, the skills demonstrated indicated the use of statements associated with DLA as one student focused on the principles of blood circulation, thereby providing scaffolding for the other students. It was found that statements associated with DLA contributed to the collaborative group dynamics by providing cognitive scaffolding and enabling critical monitoring, which together facilitated model development and students’ participation and understanding. This group constructed a model in a similar fashion to a target model and demonstrated within-group dialogic interaction patterns. A group was selected for an in-depth analysis of collaborative group modeling. An interruption in heart blood flow, such as a heart attack or blockage in the blood vessels, can lead to serious health problems and may require medical intervention.This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. ![]() Blood flow through the heart can also be affected by factors such as physical activity, stress, and changes in blood pressure or blood volume. This adjusts the heart rate and blood pressure based on the body's needs. The heart blood flow is regulated by the autonomic nervous system. The left ventricle is the main pumping chamber of the heart and pumps the oxygenated blood out to the rest of the body, where it supplies the tissues with oxygen and other essential nutrients. The oxygenated blood then returns to the left atrium and is pumped into the left ventricle. The right ventricle then pumps the blood into the lungs, where it receives oxygen and gets rid of carbon dioxide. Blood flows from the body into the right atrium, which then pumps it into the right ventricle. Heart blood flow refers to the movement of blood through the heart and blood vessels.
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