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Computational modeling can be generative for sense making of scientific phenomena. However, because models are abstractions of real world phenomena, making connections beyond them may not be straightforward. In this paper, we argue that expansive curricular framing can support productive epistemological framing of modeling, and influence how learners see their model exploration as relevant to their ongoing investigations. We present an analysis of two groups of undergraduate studentsdblp:conf/icls/WaghG18 fatcat:vuevktvszbatrgxsk4d6crtqfu