The DOI matches its Crossref record; 47 of the 47 references it cites were found in a registry or an index.
Modelling, teachers' views on the nature of modelling, and implications for the education of modellers
Abstract
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.
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Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Johnson-Laird, P. N. (1983) · Cited by 5,190
Students' and teachers' conceptions of the nature of science: A review of the research
Lederman, N. G. (1992) · Journal of Research in Science Teaching · doi:10.1002/tea.3660290404 · Cited by 2,169
Welch (1986) · doi:10.1002/(issn)1098-2736 · Cited by 1,666
The mechanisms of analogical learning
Gentner, D. (1989) · Similarity and Analogical Reasoning · doi:10.1017/cbo9780511529863.011 · Cited by 1,129
Developing science teachers' pedagogical content knowledge
van Driel, J. H., Verloop, N., & de Vos, W. (1998) · Journal of Research in Science Teaching · doi:10.1002/(sici)1098-2736(199808)35:6<673::aid-tea5>3.0.co;2-j · Cited by 1,100
Young People's Images of Science
Hackett, R. (1996) · Physics Education · doi:10.1088/0031-9120/31/3/023 · Cited by 915
Models and Analogies in Science
HESSE, M. B. (1965) · PhilPapers (PhilPapers Foundation) · Cited by 904
Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991) · Journal of Research in Science Teaching · doi:10.1002/tea.3660280907 · Cited by 695
Models as mediating instruments
Morrison, M., & Morgan, M. S. (1999) · Models as Mediators · doi:10.1017/cbo9780511660108.003 · Cited by 559
Cited by
Models and Modelling: Routes to More Authentic Science Education
Gilbert, J. K. (2004) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-004-3186-4 · Cited by 454
Self-citationBilginer, E. B., & Uzun, E. (2022) · Journal of Pedagogical Research · doi:10.33902/jpr.202217405 · Cited by 3
Metadata
- Authors
- Justi, R. S., & Gilbert, J. K.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2002-04
- Volume
- 24
- Issue
- 4
- Pages
- 369-387
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W1999911951
- Cited by
- 465
- References
- 47
- FWCI
- 54.82
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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