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1.
A new science curriculum, with a significant emphasis on modelling, was recently adopted in Danish lower secondary education. The theoretical intentions behind the new curriculum include substantial changes to how teachers should address models and modelling in their practice. The purpose of this study is to analyse the alignment between the intentions and arguments for integrating models and modelling into science education, on the one hand, and teachers’ practices and rationales for integrating models and modelling into their teaching practice, on the other. First, this study outlines a theoretical competence-oriented modelling framework. This framework describes what kind of knowledge and practice of models and modelling needs to be integrated into teaching to accomplish a competence-oriented approach in this regard. Second, against the background of this framework, we conducted an empirical study of three teacher-teams’ talk about modelling and their practice of integrating models and modelling in their teaching. Our findings suggest that the participating teachers’ practices and rationales for integrating models and modelling into their teaching are characterised by a product-oriented approach that is not well aligned with competence-oriented teaching. Finally, we provide ideas for improving the alignment between theoretical intentions and teachers’ practice, targeted at science educators and curriculum designers.
相似文献2.
Gjalt T. Prins Astrid M. W. Bulte Albert Pilot 《International Journal of Science Education》2013,35(11):1539-1569
Science education should foster students’ epistemological view on models and modelling consistent with formal epistemology in science and technology practices. This paper reports the application of a curriculum unit in the classroom using an authentic chemical practice, ‘Modelling drinking water treatment’, as the context for learning. An authentic practice is defined as professionals working on an issue guided by common motives and purposes, according to a similar type of procedure and applying relevant knowledge. The epistemology on models and modelling in the practice was analysed and anchored in the curriculum unit. The knowledge involved was captured in a design principle ‘content modelling’. A design principle provides heuristic guidelines to reach the intended pedagogic effects in the classroom. Throughout the field tests, research data were collected by means of classroom observations, interviews, audio‐taped discussions, completed worksheets, and written questionnaires. Students were able to evaluate the advanced model features of goodness of fit and reliability, and, to a lesser extent, validity. However, reflection on the modelling approach applied can be improved. The findings were used to reconsider the current completion of the design principle ‘content modelling’. This study contributes to the acquisition of a knowledge base concerning the use of authentic practices as contexts for learning in chemistry education as well as in science education in a broader sense. 相似文献
3.
Barbara A. Crawford Michael J. Cullin 《International Journal of Science Education》2013,35(11):1379-1401
This study investigated prospective secondary science teachers' understandings of and intentions to teach about scientific modelling in the context of a model‐based instructional module. Qualitative methods were used to explore the influence of instruction using dynamic computer modelling. Participants included 14 secondary science prospective teachers in the USA. Research questions included: (1) What do prospective teachers understand about models and modelling in science? (2) How do their understandings change, following building and testing dynamic computer models? and (3) What are prospective teachers' intentions to teach about scientific models? Scaffolds in the software, Model‐IT, enabled participants to easily build dynamic models. Findings related to the process, content, and epistemological aspects of modelling, including: (a) prospective teachers became more articulate with the language of modelling; and (b) the module enabled prospective teachers to think critically about aspects of modelling. Still, teachers did not appear to achieve full understanding of scientific modelling. 相似文献
4.
This study investigated the knowledge that experienced science teachers have of models and modelling in science in the context of a school curriculum innovation project in which the role and the nature of models and modelling in science are emphasized. The subjects in this study were teachers of biology, chemistry and physics preparing for the curriculum innovation. Two instruments were used: a questionnaire with seven open items on models and modelling, which was completed by 15 teachers, and a questionnaire consisting of 32 items on a Likert-type scale (n=71). Results indicated that the teachers shared the same general definition of models. However, the teachers' content knowledge of models and modelling proved to be limited and diverse. A group of teachers who displayed more pronounced knowledge appeared to have integrated elements of both a positivist and a social constructivist epistemological orientation in their practical knowledge. Implications for the design of teacher education interventions are discussed. 相似文献
5.
Gjalt T. Prins Astrid M. W. Bulte Jan H. Van Driel Albert Pilot 《Research in Science Education》2009,39(5):681-700
In science education students should come to understand the nature and significance of models. A promising strategy to achieve
this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic
practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and
applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices
initiates adequate students’ involvement. This was done by investigating students’ interests, ownership, familiarity and complexity.
In addition, we evaluated students’ expressed modelling procedures in response to the modelling issues. We designed learning
tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group
discussion was organised in which students’ reflected on both authentic practices. Secondly, students filled in written questionnaires
containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed.
The results show that students’ involvement was successfully initiated, evidenced by motivated students, willingness to continue
and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful
in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices
as contexts for meaningful learning of models and modelling. 相似文献
6.
Patrick H. M. Sins Elwin R. Savelsbergh Wouter R. van Joolingen Bernadette H. A. M. van Hout‐Wolters 《International Journal of Science Education》2013,35(9):1205-1229
While many researchers in science education have argued that students’ epistemological understanding of models and of modelling processes would influence their cognitive processing on a modelling task, there has been little direct evidence for such an effect. Therefore, this study aimed to investigate the relation between students’ epistemological understanding of models and modelling and their cognitive processing (i.e., deep versus surface processing) on a modelling task. Twenty‐six students, working in dyads, were observed while working on a computer‐based modelling task in the domain of physics. Students’ epistemological understanding was assessed on four dimensions (i.e., nature of models, purposes of models, process of modelling, and evaluation of models). Students’ cognitive processes were assessed based on their verbal protocols, using a coding scheme to classify their types of reasoning. The outcomes confirmed the expected positive correlation between students’ level of epistemological understanding and their deep processing (r = 0.40, p = .04), and the negative correlation between level of epistemological understanding and surface processing (r = ?0.51, p = .008). From these results, we emphasise the necessity of considering epistemological understanding in research as well as in educational practice. 相似文献
7.
Abraham Blum 《International Journal of Science Education》2013,35(2):213-215
This paper focuses on students' ability to transfer modelling performances across content areas, taking into consideration their improvement of content knowledge as a result of a model-based instruction. Sixty-five sixth grade students of one science teacher in an urban public school in the Midwestern USA engaged in scientific modelling practices that were incorporated into a curriculum focused on the nature of matter. Concept-process models were embedded in the curriculum, as well as emphasis on meta-modelling knowledge and modelling practices. Pre–post test items that required drawing scientific models of smell, evaporation, and friction were analysed. The level of content understanding was coded and scored, as were the following elements of modelling performance: explanation, comparativeness, abstraction, and labelling. Paired t-tests were conducted to analyse differences in students' pre–post tests scores on content knowledge and on each element of the modelling performances. These are described in terms of the amount of transfer. Students significantly improved in their content knowledge for the smell and the evaporation models, but not for the friction model, which was expected as that topic was not taught during the instruction. However, students significantly improved in some of their modelling performances for all the three models. This improvement serves as evidence that the model-based instruction can help students acquire modelling practices that they can apply in a new content area. 相似文献
8.
This study examines the classroom talk about models and modelling of two secondary science teachers implementing a model-based inquiry instructional unit. The goal was to better understand the opportunities for explicit metamodeling talk in the science classroom. The findings revealed the ways in which they used language to frame the modelling work of the classroom. Instances of modelling talk were identified in classroom videos, and coded using a framework for metamodeling knowledge. Findings revealed that, while instances of metamodeling talk were common, they were largely implicit. This shows that the teachers were aware and knowledgeable about metamodeling ideas (e.g. the nature of models, process of modelling, etc.), but often did not make these ideas explicit to their students. Such findings suggest a trend of focusing on models of phenomena rather than supporting student engagement in the epistemic practice of modelling for reasoning about phenomena. The findings also revealed specific opportunities for explicit metamodeling talk by the teachers including during share-out sessions and the negotiation of explanation criteria. Further implications for classroom practice and research are discussed. 相似文献
9.
A characterization of the modelling process in science is proposed for science education, based on Mario Bunge’s ideas about the construction of models in science. Galileo’s Dialogues are analysed as a potentially fruitful starting point to implement strategies aimed at modelling in the classroom in the light of that proposal. It is argued that a modelling process for science education can be conceived as the evolution from phenomenological approaches towards more representational ones, emphasizing the role of abstraction and idealization in model construction. The shift of reference of theories—from sensible objects to conceptual objects—and the black-box models construction process, which are both explicitly presented features in Galileo’s Dialogues, are indicated as highly relevant aspects for modelling in science education. 相似文献
10.
Gjalt T. Prins Astrid M. W. Bulte Jan H. van Driel Albert Pilot 《International Journal of Science Education》2013,35(14):1867-1890
In science education, students should come to understand the nature and significance of models. In the case of chemistry education it is argued that the present use of models is often not meaningful from the students' perspective. A strategy to overcome this problem is to use an authentic chemical modelling practice as a context for a curriculum unit. The theoretical framework for this strategy is activity theory rooted in socio‐cultural theories on learning. An authentic chemical modelling practice is characterized by a set of motives for model development through a well‐defined modelling procedure using only relevant issue knowledge. The aim of this study was to explore, analyse, and select authentic chemical modelling practices for use in chemistry education. The suitability of the practices was reviewed by applying a stepwise procedure focused on criteria such as students' interest and ownership, modelling procedure, issue knowledge, and feasibility of the laboratory work in the classroom. It was concluded that modelling drinking‐water treatment and human exposure assessment are both suitable to serve as contexts, because both practices exhibit clear motives for model construction and the applied modelling procedures are in line with students' pre‐existing procedural modelling knowledge. The issue knowledge involved is consistent with present Dutch science curriculum, and it is possible to carry out experimental work in the classroom for model calibration and validation. The method described here to select and evaluate practices for use as contexts in chemistry education can also be used in other science domains. 相似文献
11.
Models and Modelling: Routes to More Authentic Science Education 总被引：2，自引：0，他引：2
It is argued that a central role for models and modelling would greatly increase the authenticity of the science curriculum. The range of ontological states available for the notion of model is outlined, together with the modes available for their representation. Issues in the selection of models for and the development of modelling skills within the model-based curriculum are presented. It is suggested that learning within such a curriculum entails: acquiring an acceptable understanding of what a model is and how modelling takes place; having a developed capacity to mentally visualise models; understanding the natures of analogy and of metaphor, processes which are central to models and modelling. The emphases required in teaching for this learning to be supported are discussed. Finally, implications of the model-based curriculum for teacher education are evaluated. It is concluded that a great deal of detailed research and development will be needed if the potential of this change in emphasis within the science curriculum is to be realised.An earlier version of this paper was given at the International Conference on Science and Mathematics Learning held in Taipei, Taiwan, 16 December 2003. 相似文献
12.
The purpose of this study was to construct and study the impact of a research‐based sequence for teaching the concept of modelling to seventh‐grade science students. We identified students' notions of models and the aspects of school science to be addressed regarding the model concept, which were then taken into account when we planned the learning sequence. The idea of modelling in science was taught while the students were learning about the change of states of matter in seventh‐grade physics. A pre‐interview revealed that the students' notions of models were very limited, while a post‐interview showed that this improved in the course of the series of lessons. There was also a statistically significant difference in the students' understanding of modelling between our target group and a control group consisting of ninth‐grade students who had received only the normal teaching. However, a delayed post‐questionnaire completed a few months after the teaching sequence showed that the stability of learning results were dependent on whether models and modelling were used in the normal teaching conducted after the teaching sequence. Implications for teaching, teacher education and research are also addressed in this paper. 相似文献
13.
Moritz Krell Annette Upmeier zu Belzen Dirk Krüger 《Research in Science Education》2014,44(1):109-132
It is argued that knowledge about models is an important part of a profound understanding of Nature of Science. Consequently, researchers have developed different ‘levels of understanding’ to analyse students’, teachers’, or experts’ comprehension of this topic. In some approaches, global levels of understanding have been developed which mirror the idea of an understanding of models and modelling as a whole. Opposed to this, some authors have developed levels of understanding for distinct aspects concerning models and modelling in science (i.e. aspect-dependent levels). This points to an important issue for science education research since global conceptualisations might lead to less differentiated assessments and interventions than aspect-dependent ones. To contribute to this issue, the article summarises conceptualisations of both global and aspect-dependent levels of understanding models and modelling that have been developed in science education. Further, students’ understanding of the aspects nature of models, multiple models, purpose of models, testing models, and changing models has been assessed (N?=?1,180; 11 to 19 years old; secondary schools; Berlin, Germany). It is discussed to what extent the data support the notion of global or aspect-dependent levels of understanding models and modelling in science. The results suggest that students seem to have a complex and at least partly inconsistent pattern of understanding models. Furthermore, students with high nonverbal intelligence and good marks seem to have a comparatively more consistent and more elaborated understanding of models and modelling than weaker students. Recommendations for assessment in science education research and teaching practice are made. 相似文献
14.
Margaret Goddard Spear 《International Journal of Science Education》2013,35(4):369-377
In this paper, the role of modelling in the teaching and learning of science is reviewed. In order to represent what is entailed in modelling, a 'model of modelling' framework is proposed. Five phases in moving towards a full capability in modelling are established by a review of the literature: learning models; learning to use models; learning how to revise models; learning to reconstruct models; learning to construct models de novo . In order to identify the knowledge and skills that science teachers think are needed to produce a model successfully, a semi-structured interview study was conducted with 39 Brazilian serving science teachers: 10 teaching at the 'fundamental' level (6-14 years); 10 teaching at the 'medium'-level (15-17 years); 10 undergraduate pre-service 'medium'-level teachers; 9 university teachers of chemistry. Their responses are used to establish what is entailed in implementing the 'model of modelling' framework. The implications for students, teachers, and for teacher education, of moving through the five phases of capability, are discussed. 相似文献
15.
Kazuhisa Miwa Junya Morita Ryuichi Nakaike Hitoshi Terai 《Interactive Learning Environments》2013,21(3):326-350
Cognitive modelling is one of the representative research methods in cognitive science. It is believed that creating cognitive models promotes learners’ meta-cognitive activities such as self-monitoring and reflecting on their own cognitive processing. Preceding studies have confirmed that such meta-cognitive activities actually promote learning effects. However, there are some difficulties in bringing about learning by creating cognitive models in an educational context. To overcome the difficulties, we propose an innovative learning design, ‘learning through intermediate problems’ and also developed a web-based production system called DoCoPro that can be used anywhere and anytime in an environment connected to the Internet. We performed three introductory cognitive science classes in which the participants learned cognitive modelling and constructed running computer models using our system. In the first and second classes, the participants were required to construct production system models that solve pulley problems. They also posed their original pulley problems that their own models were subsequently able to solve. These generated problems were distributed to the other members. The participants were able to find incompleteness in their cognitive models, revise them to remove the incompleteness, and improve their models while solving the given problems. The participants, by successfully creating sophisticated models, acquired a deeper knowledge of the learning domain. The class practices confirmed the utility of ‘learning through intermediate problems’ when constructing an educational environment for learning creating cognitive models. In the third class, the participants constructed cognitive models solving addition and subtraction problems using DoCoPro. The cognitive processing underlying such problem solving is automated, therefore it may be difficult to verbalize and externalize such cognitive processes. The post-questionnaire showed evidence that the participants actually performed meta-cognitive activities while monitoring their own internal information processing. 相似文献
16.
17.
《Journal of moral education》2012,41(1):28-42
Character education considers teachers to be role models, but it is unclear what this means in practice. Do teachers model admirable character traits? And do they do so effectively? In this article the relevant pedagogical and psychological literature is reviewed in order to shed light on these questions. First, the use of role modelling as a teaching method in secondary education is assessed. Second, adolescents’ role models and their moral qualities are identified. Third, the psychology of moral learners is critically examined, using Bandura’s social learning theory as point of departure. It turns out that role modelling is rarely used as an explicit teaching method and that only a very small percentage of adolescents recognises teachers as role models. If role modelling is to contribute to children’s moral education, teachers are recommended to explain why the modelled traits are morally significant and how students can acquire these qualities for themselves. 相似文献
18.
The increasing use of competence models for modelling domain specific knowledge in school raises the question to what extent such models can represent cognitive processes. The article analyses the recent development of models for competence scales, competence stages, competence structures and so-called cognitive diagnostic models and taxes their value in the context of subject specific educational sciences and developmental psychology. 相似文献
19.
Marta Ginovart 《Journal of Science Education and Technology》2014,23(4):496-513
The general aim is to promote the use of individual-based models (biological agent-based models) in teaching and learning contexts in life sciences and to make their progressive incorporation into academic curricula easier, complementing other existing modelling strategies more frequently used in the classroom. Modelling activities for the study of a predator–prey system for a mathematics classroom in the first year of an undergraduate program in biosystems engineering have been designed and implemented. These activities were designed to put two modelling approaches side by side, an individual-based model and a set of ordinary differential equations. In order to organize and display this, a system with wolves and sheep in a confined domain was considered and studied. With the teaching material elaborated and a computer to perform the numerical resolutions involved and the corresponding individual-based simulations, the students answered questions and completed exercises to achieve the learning goals set. Students’ responses regarding the modelling of biological systems and these two distinct methodologies applied to the study of a predator–prey system were collected via questionnaires, open-ended queries and face-to-face dialogues. Taking into account the positive responses of the students when they were doing these activities, it was clear that using a discrete individual-based model to deal with a predator–prey system jointly with a set of ordinary differential equations enriches the understanding of the modelling process, adds new insights and opens novel perspectives of what can be done with computational models versus other models. The complementary views given by the two modelling approaches were very well assessed by students. 相似文献
20.
Peter Frejd 《Educational Studies in Mathematics》2013,84(3):413-438
This paper presents a critical review of literature investigating assessment of mathematical modelling. Written tests, projects, hands-on tests, portfolio and contests are modes of modelling assessment identified in this study. The written tests found in the reviewed papers draw on an atomistic view on modelling competencies, whereas projects are described to assess a more holistic modelling competence but obstacles regarding reliability of assessing projects are identified. The outcome of this investigation also indicates that the criteria used in frameworks or modes of assessment seldom are derived from a theoretical analysis, but more often based on ad hoc constructions, experience from assessment situations or empirical studies of students’ work. Finally, this study suggests that an elaborated view on the meaning of quality of mathematical models is needed in order to assess the quality of students’ work with mathematical models. 相似文献