1 Peeking into the Black Box: Modeling as an Epistemic Tool 2 for Building Student Disciplinary Knowledge and 3 Scientific Inquiry Skills 4 Kam D. Dahlquist*, Department of Biology, Loyola Marymount University, Los Angeles, CA 90045 5 Melissa L. Aikens, Department of Biological Sciences, University of New Hampshire, Durham, NH 6 03824 7 Joseph T. Dauer, School of Natural Resources, University of Nebraska-Lincoln, Lincoln, NE, 68503 8 Samuel S. Donovan, Department of Biological Sciences, University of Pittsburgh, Pittsburgh, PA 15260 9 Carrie Diaz Eaton, Digital and Computational Science, Bates College, Lewiston, ME 04240 10 Hannah Callender Highlander, Department of Mathematics, University of Portland, Portland, OR 97203 11 Kristin P. Jenkins, BioQUEST, Boyds, MD 20841 12 John R. Jungck, Department of Biological Sciences, University of Delaware, Newark, DE 19716 13 M. Drew LaMar, Department of Biology, College of William and Mary, Williamsburg, VA, 23187 14 Glenn Ledder, Department of Mathematics, University of Nebraska-Lincoln, Lincoln, NE 68588 15 Robert L. Mayes, College of Education, Georgia Southern University, Statesboro, GA 30460 16 Richard C. Schugart, Department of Mathematics, Western Kentucky University, Bowling Green, KY 17 42101 18 19 *Corresponding author: 20 Kam D. Dahlquist 21 Department of Biology 22 Loyola Marymount University 23 1 LMU Drive, MS 8888 24 Los Angeles, CA 90045 USA 25 Tel: 310-338-7697 26 Fax: 310-338-5317 27
[email protected] 28 29 Article type: Essay 30 Character count (with spaces): 54,404 (without title page or references); 77,203 (entire document) 31 Running title: Peeking into the Black Box 32 Keywords: models and modeling, process of science, quantitative skills, introductory biology, 33 undergraduate Peeking into the Black Box Dahlquist et al.