This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’.
Author: John K. Gilbert
This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ‘content-transmission’ approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.
Clement JJ, Rea-Ramirez MA (2008) Model based learning and instruction in science. Springer, Dordrecht Gilbert JK (2004) Models and modelling: routes to a more authentic science education. Int J Sci Math Educ 2:115–130 Gilbert JK (2005) ...
Author: Jennifer Yeo
This book is based on presentations at the International Science Education Conference (ISEC) 2014. It showcases a selection of the best papers by researchers and science teachers from the Asia-Pacific region, North America and the United Kingdom. Centered on the theme of “Pushing the boundaries – Investing in our future”, they pursue new ways of helping learners appreciate the diversity and changes in science that result from a globalised world facing complex and diverse environmental and technological issues. The chapters touch on various themes in science education that explore and investigate issues of scientific literacy, societal challenges and affect, and teacher professional development. Its comprehensive themes make it a valuable textbook for graduate students of master’s and Ph.D. programs. It also appeals to pre-service and in-service teachers as a resource on innovative pedagogical practices and creative methods of professional development. With a selection that emphasises the research-practice nexus in education research, it serves as an introductory handbook for teachers to connect with the current issues facing science education.
Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115–130. Gilbert, J., & Rosária, J. (2016). Modelling-based teaching in science education.
Author: Annette Upmeier zu Belzen
Publisher: Springer Nature
The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.
Model-based inquiries in chemistry. Science Education, 91,877–905. doi:10.1002/ sce.20226 Khan, S. (2011). What's missing in model-based teaching. Journal of Science Teacher Education, 22, 535–560. doi:10.1007/s10972-011-9248-x Louca, ...
Author: Khine, Myint Swe
Publisher: IGI Global
Approaches and Strategies in Next Generation Science Learning examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers and administrators interested in enhancing the teaching and learning of next generation science.
Modelling-based teaching in science education. Springer International Publishing. doi:10.1007/978-3-319-29039-3 Gobert, J. D., & Buckley, B. C. (2000). Introduction to model-based teaching and learning in science education ...
Author: Powell, Wardell A.
Publisher: IGI Global
Socioscientific issues require individuals to use moral and ethical considerations to help in their evaluation of evidence and decision making, entailing controversial scientific phenomena. Such issues include genetic engineering and biotechnology. Socioscientific issues pedagogy has the potential to enhance students’ overall conceptual understanding of scientific phenomena that affect the daily lives of people across the globe. Socioscientific Issues-Based Instruction for Scientific Literacy Development is a critical scholarly publication that examines the development of a research-based integrated socioscientific issues pedagogy for use in the K-12 system, teacher education preparation, and informal education centers. The publication focuses on science education researchers and pre-service and in-service teachers’ abilities to design and implement meaningful learning opportunities for students to use rationalistic, intuitive, and emotive perspectives as they engage in information reasoning on scientific topics, such as climate change and CRISPR, that are of utmost importance. Teachers in the K-12 system and informal education settings will be able to use this text to enhance scientific literacy among their students. Instructors in teacher preparation programs will be able to use this research-based text to improve pre-service and in-service teachers’ abilities to use socioscientific issues pedagogy to enhance scientific literacy among K-12 students. Additionally, audiences including researchers, administrators, academicians, policymakers, and students will find this book beneficial for their studies.
Int J Sci Math Educ 2:115–130 Gilbert JK, Justi R (2016) Modelling-based teaching in science education, vol 9. Springer International Publishing, Cham Gilbert JK, Boulter C, Rutherford M (1998a) Models in explanations, part 1: Horses ...
Author: Mary M. Atwater
Publisher: Springer Nature
This handbook gathers in one volume the major research and scholarship related to multicultural science education that has developed since the field was named and established by Atwater in 1993. Culture is defined in this handbook as an integrated pattern of shared values, beliefs, languages, worldviews, behaviors, artifacts, knowledge, and social and political relationships of a group of people in a particular place or time that the people use to understand or make meaning of their world, each other, and other groups of people and to transmit these to succeeding generations. The research studies include both different kinds of qualitative and quantitative studies. The chapters in this volume reflect differing ideas about culture and its impact on science learning and teaching in different K-14 contexts and policy issues. Research findings about groups that are underrepresented in STEM in the United States, and in other countries related to language issues and indigenous knowledge are included in this volume.
Model-based inquiries in chemistry. Science Education, 91,877–905. doi:10.1002/ sce.20226. Khan, S. (2011). What's missing in model-based teaching. Journal of Science Teacher Education, 22, 535–560. doi:10.1007/s10972-011-9248-x.
Author: Management Association, Information Resources
Publisher: IGI Global
Primary and Secondary education is a formative time for young students. Lessons learned before the rigors of higher education help to inform learners’ future successes, and the increasing prevalence of learning tools and technologies can both help and hinder students in their endeavors. K-12 Education: Concepts, Methodologies, Tools, and Applications investigates the latest advances in online and mobile learning, as well as pedagogies and ontologies influenced by current developments in information and communication technologies, enabling teachers, students, and administrators to make the most of their educational experience. This multivolume work presents all stakeholders in K-12 education with the tools necessary to facilitate the next generation of student-teacher interaction.
Model based learning and instruction in science (Vol. 2). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-6494-4. Corcoran, T. B., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidencebased approach to ...
Author: Eilish McLoughlin
Publisher: Springer Nature
This edited volume presents innovative current research in the field of Science Education. The chapter’s deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning.
Modelling-based teaching in science education. Cham, Switzerland: Springer International Publishing. Halliday, M. A. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93–116. Hamayan, E. V. (1995).
Author: Luciana C. de Oliveira
This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.