Ausgabe 2-3/2015
Special Issue on Science Teaching and Learning with Models
Inhalt (16 Artikel)
Exploring Ecosystems from the Inside: How Immersive Multi-user Virtual Environments Can Support Development of Epistemologically Grounded Modeling Practices in Ecosystem Science Instruction
Amy M. Kamarainen, Shari Metcalf, Tina Grotzer, Chris Dede
Key Characteristics of Successful Science Learning: The Promise of Learning by Modelling
Yvonne G. Mulder, Ard W. Lazonder, Ton de Jong
Open Access
Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation
Shinyoung Lee, Eunhee Kang, Heui-Baik Kim
Understanding Elementary Astronomy by Making Drawing-Based Models
W. R. van Joolingen, Annika V. A. Aukes, H. Gijlers, L. Bollen
Sandboxes for Model-Based Inquiry
Corey Brady, Nathan Holbert, Firat Soylu, Michael Novak, Uri Wilensky
Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change
Tammie Visintainer, Marcia Linn
Understanding Co-development of Conceptual and Epistemic Understanding through Modeling Practices with Mobile Internet
Suna Ryu, Yuhwha Han, Seoung-Hey Paik
Analyzing Students’ Learning Progressions Throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach
María Isabel Hernández, Digna Couso, Roser Pintó
Constructing Scientific Arguments Using Evidence from Dynamic Computational Climate Models
Amy Pallant, Hee-Sun Lee
Exploring Shifts in Middle School Learners’ Modeling Activity While Generating Drawings, Animations, and Computational Simulations of Molecular Diffusion
Michelle H. Wilkerson-Jerde, Brian E. Gravel, Christopher A. Macrander