A tool for the support of qualitative inquiry modeling

Moving beyond the language–Visualizing chemical concepts through one’s own creative expression

“…These six steps are relatively similar to the steps suggested by Justi and van Driel (2006) with identification of the relevant aspects of the models, "finding similarities, mapping similarities, identification of where the analogy breaks down and drawing conclusions of the target model." Indeed, types of systematic use of models can be done with three different kinds of intentions (van Joolingen, 2004), which are communication, analysis, or explanation: a model as a way of communication is where the intention is for students to create their own models to express their ideas; for analysis, the intention is to analyze the properties of the model itself or its usefulness in explanation, and models used for explanation involve the intention for students to recreate models to explain results or make predictions.…”

Back to the drawing board : creating drawing or text summaries in support of system dynamics modelling

“…More specifically, this thesis investigates how System Dynamics modelling can be presented to secondary education students in such a way that it will result in a meaningful learning experience for them, especially in the context of science education. Research on the use of System Dynamics modelling in education has a rich history since the advent of computers in the schools (Barowy & Roberts, 1999;Doerr, 1995;Hestenes, 1987;Jackson, Stratford, Krajcik, & Soloway, 1994;Louca & Zacharia, 2011;Mandinach, 1988;Manlove, 2007;Ogborn, 1994Ogborn, , 1999Van Joolingen, 2004;Van Joolingen, De Jong, Lazonder, Savelsbergh, & Manlove, 2005). For example Jackson and colleagues describe in their 1994 article a modelling learning environment named Model-It which lays a lot of focus in scaffolding the student in creating models, albeit with a slightly different modelling language.…”