Weitere Artikel dieser Ausgabe durch Wischen aufrufen
In this study, the author investigated how four science teachers employed model-based teaching (MBT) over a 1-year period. The purpose of the research was to develop a baseline of the fundamental and specific dimensions of MBT that are present and absent in science teaching. Teacher interviews, classroom observations, and pre and post-student assessments were gathered. Using a Generate-Evaluate-Modify framework as a theoretical guide, the author identified three fundamental aspects of MBT that were not apparent in an analysis of the teaching methods. Drawing on these findings, the author hypothesizes the consequent impact of the absence of these aspects on MBT on students’ experiences and performance in science. Implications for core science teacher professional development activities on MBT are discussed.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Anderson, D. L., & Fisher, K. M. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in Science Teaching, 39, 971–973. CrossRef
Barowy, W., & Roberts, N. (1999). Modeling as inquiry activity in school science: What’s the point? Technical report. Cambridge, MA: Lesley College.
Becker, H. S. (2000). Generalizing from case studies. In E. W. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 233–242). New York: Teachers College Press.
Boulter, C., Buckley, B., & Walkington, H. (2001). Model- based teaching and learning during ecological inquiry. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Buckley, B. C. (2000). Interactive multimedia and model-based learning in biology. International Journal of Science Education, 22, 895–935. CrossRef
Buckley, B. C., Gobert, J., Horwitz, P., & Dwyer, L. M. (2010). Looking inside the black box: Assessing model-based learning and inquiry in BioLogica ™. International Journal of Learning Technology, 5, 166–190. CrossRef
Campbell, T., Zhang, D., & Neilson, D. (2010). Model-based inquiry in the high school physics classroom: An exploratory study of implementation and outcomes. Journal of Science Education and Technology, 20, 258–269. CrossRef
Chiu, M. H., Chou, C. C., & Liu, J. R. (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Teaching, 39, 688–712. CrossRef
Clement, J. J. (2008). Creative model construction in scientists and students: The role of imagery, analogy, and mental simulation. Dordrecht, The Netherlands: Springer. CrossRef
Clement, J. J., & Rea-Ramirez, M. A. (2008). Model-based learning and instruction in science. Dordrecht, The Netherlands: Springer. CrossRef
Clement, J. J., & Steinberg, M. S. (2002). Step-wise evolution of mental models of electric circuits: A “learning-aloud” case study. Journal of the Learning Sciences, 11, 389–452. CrossRef
Cook, S. W., Mitchell, Z., & Goldin-Meadow, X. (2008). Gestures make learning last. Cognition, 106, 1047–1058. CrossRef
Cosgrove, M., & Shaverien, L. (1997). Models of science education. In J. K. Gilbert (Ed.), Exploring models and modeling in science and technology education (pp. 20–34). Reading, UK: The University of Reading.
Council of Ministers of Education Canada. (1997). Common framework of science learning outcomes, K to 12. Retrieved from http://www.cmec.ca/science/framework.
Crawford, B. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37, 916–937. CrossRef
Darden, L. (1991). Theory change in science: Strategies from Mendelian genetics. New York: Oxford University Press.
De Jong, O., Van Driel, J. H., & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42, 912–948. CrossRef
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199. CrossRef
Eckstein, H. (2002). Case study and theory in political science. In R. Gomm, M. Hammersley, & P. Foster (Eds.), Case study method: Key issues, key texts (pp. 119–163). London, England: Sage.
Endler, J. A. (1980). Natural selection on color patterns in Poecilia reticulata. Evolution, 34, 76–91.
Gess-Newsome, J. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40, 731–767. CrossRef
Gilbert, J. K. (2004). Models and modeling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2, 115–130. CrossRef
Gobert, J., Snyder, J., & Houghton, C. (2002). The influence of students’ understanding of models on model- based reasoning. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45, 184–205.
Halloun, I. (2004). Modeling theory in science education. The Dordrecht, Netherlands: Springer.
Hennessey, S., Deaney, R., & Ruthven, K. (2006). Situated expertise in integrating use of multimedia simulation into secondary science teaching. International Journal of ScienceEducation, 28, 701–732.
Hmelo, C., Holton, D., & Kolodner, J. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9, 247–298. CrossRef
Johnson-Laird, P. (1983). Mental models. Cambridge, MA: Harvard University Press.
Justi, R., & Gilbert, J. K. (2002). Modeling, teachers’ views on the nature of modeling, and implications for the education of modelers. International Journal of Science Education, 24, 369–387. CrossRef
Justi, R., & Van Driel, J. H. (2005). The development of science teachers’ knowledge on models and modeling: Promoting, characterizing, and understanding the process. International Journal of Science Education, 27, 549–573. CrossRef
Kawasaki, K., Herronkohl, L. R., & Yeary, S. A. (2004). Theory building and modeling in a sinking and floating unit: A case study of third and fourth grade students’ developing epistemologies of science. International Journal of Science Education, 26, 1299–1324. CrossRef
Khan, S. (2002). Teaching chemistry using guided discovery and an interactive computer tool. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3068574).
Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91, 877–905. CrossRef
Khan, S. (2008a). Model-based teaching as a source of insight for the design of a viable science simulation. Technology, Instruction, Cognition, and Learning, 6, 63–78.
Khan, S. (2008b). What if scenarios for testing student models in chemistry. In J. K. Gilbert (Ed.), Models and modeling in science education (2nd ed., pp. 141–152). Dordrecht, The Netherlands: Springer.
Khan, S., & VanWynsberghe, R. (2008). Cultivating the under-mined: Knowledge mobilization through cross-case analysis. Forum: Qualitative Social Research, 9, 1–21.
Maia, P. F., & Justi, R. (2009). Learning of chemical equilibrium through modelling-based teaching. International Journal of Science Education, 31, 603–630. CrossRef
McDonald, B., & Walker, R. (1977). Case-study and the social philosophy of educational research. In D. Hamilton, D. Jenkins, C. King, B. MacDonald, & M. Parlett (Eds.), Beyond the numbers game: A reader in educational evaluation (pp. 181–189). Basingstoke, London: Macmillan.
Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
Nersessian, N. J. (2002). The cognitive basis of model-based reasoning in science. Cambridge, UK: Cambridge University Press.
Norman, D. A. (1983). Some observations on mental models. In D. Gentner & A. L. Stevens (Eds.), Mental models (pp. 7–14). Hillsdale, NJ: Erlbaum.
Ogan-Bekiroglu, F. (2007). Effects of model-based teaching on preservice physics teachers’ conceptions of the moon, moon phases, and other lunar phenomena. International Journal of Science Education, 29, 555–593. CrossRef
Peneul, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44, 921–958. CrossRef
Pilitsis, V., & Duncan, R. V. (2010). Examining preservice teachers’ ability to attend and respond to student thinking. In K. Gomez, L. Lyons, & R. Radinsky (Eds.), Proceedings of the 9th International Conference of the Learning (Vol. 1, pp. 190–198). Chicago, IL: International Society of the Learning Sciences.
Rea-Ramirez, M. A., Clement, J. J., & Nunez-Oviedo, M. C. (2008). An instructional model derived from model construction and criticism theory. In J. J. Clement & M. A. Rea-Ramirez (Eds.), Model-based learning and instruction in science (pp. 23–44). Dordrecht, The Netherlands: Springer. CrossRef
Rea-Ramirez, M. A., & Else, M. J. (2003). Evidence of model-based reasoning in human respiration. In Proceedings of National Association of Research in Science Teaching Conference (pp. 1–12), Philadelphia, PA.
Rea-Ramirez, M. A., Nunez-Oviedo, M. C., & Clement, J. J. (2009). Role of discrepant questioning leading to model element modification. Journal of Science Teacher Education, 20, 95–111. CrossRef
Rueschemeyer, D. (2003). Can one or a few cases yield theoretical gains? In J. Mahoney & D. Rueschemeyer (Eds.), Comparative historical analysis in the social sciences (pp. 305–336). Cambridge, UK: Cambridge University Press.
Schwarz, C. (2009). Developing preservice elementary teachers’ knowledge and practices through modeling-centered scientific inquiry. Science Education, 93, 720–744. CrossRef
Smaling, A. (2003). Inductive, analogical, and communicative generalization. International Journal of Qualitative Methods, 2, 1–31.
Stake, R. (2006). Multiple case study analysis. New York, NY: Guilford Press.
Stratford, S., Krajcik, J., & Soloway, E. (1998). Secondary students’ dynamic modeling processes: Analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology, 7, 215–234. CrossRef
Tesch, R. (1990). Qualitative research: Analysis types and software tools. New York, NY: Palmer.
van Driel, J. H., & Verloop, N. (1999). Teachers’ knowledge of models and modelling in science. International Journal of Science Education, 21, 1141–1153. CrossRef
van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673–695. CrossRef
VanWynsberghe, R., & Khan, S. (2007). Redefining case study. International Journal of Qualitative Methods, 6, 80–94.
Vygotsky, L. S. (1987). Thinking and speech. New York, NY: Plenum.
Windschitl, M. (2004). Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41, 481–512. CrossRef
Windschitl, M., & Thompson, J. (2006). Transcending simple forms of school science investigation: The impact of preservice instruction on teachers’ understandings of model-based inquiry. American Educational Research Journal, 43, 783–835. CrossRef
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941–965. CrossRef
- What’s Missing in Model-Based Teaching
- Springer Netherlands
Neuer Inhalt/© Stellmach, Neuer Inhalt/© Maturus, Pluta Logo/© Pluta