  Studies of scientists building models show that the development of scientific
models involves a great deal of subjectivity. However, science as experienced
in school settings typically emphasizes an overly objective and rationalistic
view. In this paper, we argue for focusing on the development of disciplined
interpretation as an epistemic and representational practice that progressively
deepens students' computational modeling in science by valuing, rather than
deemphasizing, the subjective nature of the experience of modeling. We report
results from a study in which fourth grade children engaged in computational
modeling throughout the academic year. We present three salient themes that
characterize the development of students' disciplined interpretations in terms
of their development of computational modeling as a way of seeing and doing
science.
