Developing Models in Science Education

By: J.K. Gilbert (Editor), C. Boulter (Editor)

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Hardcover | 30 November 2000

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404 Pages

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24.13 x 16.51 x 2.54

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Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.

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Non-Fiction Education Teaching of a Specific Subject Science Science in General Hobbies, Games & Puzzles Hobbies Educational Psychology Psychology Cognition & Cognitive Psychology

Preface
Acknowledgements
On the Nature and Significance of Models	p. 1
Positioning Models in Science Education and in Design and Technology Education	p. 3
Science and Education: Notions of Reality, Theory and Model	p. 19
Constructing a Typology of Models for Science Education	p. 41
Mathematical Models in Science	p. 59
The Development of Mental Models	p. 91
Grasping Mental Models	p. 93
Investigating the Role of Representations and Expressed Models in Building Mental Models	p. 119
Modelling and Creativity in Design and Technology Education	p. 137
Thought Experiments and Embodied Cognition	p. 157
Computers and the Development of Mental Models	p. 177
Teaching and Learning Consensus Models	p. 191
Explanations with Models in Science Education	p. 193
Teaching with Historical Models	p. 209
Models in Explanations of Chemistry: The Case of Acidity	p. 227
Models in the Explanations of Physics: The Case of Light	p. 253
The Role of Models in Biotechnology Education: An Analysis of Teaching Models	p. 271
Language, Models and Modelling in the Primary Science Classroom	p. 289
Teaching and Learning about Chemistry and Modelling with a Computer Managed Modelling System	p. 307
The Structure and Development of Science Teachers' Pedagogical Models: Implications for Teacher Education	p. 325
Challenges and Opportunities	p. 343
References	p. 363
Index	p. 381
Table of Contents provided by Blackwell. All Rights Reserved.

Developing Models in Science Education

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Hardcover

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