Conceptual Approaches to Modeling the Content of Natural Science Education for University Students of Social and Humanitarian Disciplines

Игнатова, Валентина Александровна; Ignatov, Sergey B.

doi:10.21684/2411-197x-2017-3-3-222-232

Cited by 1 publication

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“…Lucas (2021) concluded that the activity required non-science students in a university-level general education biology class to use the Tinkercad website to build a model of the relationships between the basic dogma of molecular biology and DNA, RNA, and protein, and explain their models in relation to cellular processes. Ignatova and Ignatov (2017) propose to use the cognitive models of post-non-classical science as the core of the science teaching complex. Kamaleeva (2010) argues that modeling can be an effective didactic means of motivating humanities students' self-education in the field of science.…”

Section: Contribution To the Literaturementioning

confidence: 99%

Exploring the impact of modeling in science education: A systematic review

Valeeva

Biktagirova

Лесев

et al. 2023

EURASIA J Math Sci Tech Ed

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This systematic review aimed to summarize the research results and draw conclusions related to the articles about modeling in science education between 2011-2023. A qualitative thematic review was used in this study. Initial studies pulled from the Web of Science database and examination of 31 selected articles found that using models as part of instruction has been shown to improve student understanding, particularly with regards to abstract concepts and processes. Most of these studies showed that learning models used in science education had positive impact on both cognitive, affective, social, and cultural factors. According to a detailed analysis of each of the 31 articles, the contents of the studies were coded by author name and year, sample, research design, and main results. The research reviewed has many implications for modeling in science education.

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Section: Contribution To the Literaturementioning

confidence: 99%