Contributions of the Model of Modelling Diagram to the Learning of Ionic Bonding: Analysis of A Case Study

Mendonça, Paula Cristina Cardoso; Justi, Rosária

doi:10.1007/s11165-010-9176-3

Cited by 39 publications

(36 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study strongly recommends that science teachers need to develop their knowledge about the nature of the scientific models and modelling as pedagogy in the science classroom as part of their initial teacher education and professional development programmes. This is because without such understanding and pedagogical skills, teachers will not even realise the relevance of modelling-based pedagogy in promoting a more authentic science education or helping students to learn science or about the nature of science (Justi, 2009;Justi & Gilbert, 2002b;Justi & van Driel, 2005;Mendonc & Justi, 2011).…”

Section: Teachers' Views Of Scientists' Religious and Cultural Beliefmentioning

confidence: 99%

Science Teachers’ Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist–science teacher partnerships to promote inquiry-based learning

Mansour

2015

International Journal of Science Education

View full text Add to dashboard Cite

Science teachers' views and stereotypes of religion, scientists and scientific research: a call for scientist-science teacher partnerships to promote inquirybased learning AbstractDespite a growing consensus regarding the value of Inquiry-Based Learning (IBL) on students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

show abstract

Section: Teachers' Views Of Scientists' Religious and Cultural Beliefmentioning

confidence: 99%

Science Teachers’ Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist–science teacher partnerships to promote inquiry-based learning

Mansour

2015

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…According to Mendonça and Justi (2011), and as corroborated by this study, the application of Model-Based Learning is important to support the process of students' knowledge construction, including the seismic effects on soils and buildings. The authors consider it fundamental to further analyse the impacts/benefits of this methodology when applied to students of other age groups.…”

Section: I)mentioning

confidence: 59%

Contributions of Model-Based Learning to the Restructuring of Graduation Students’ Mental Models on Natural Hazards

Moutinho

Moura

Vasconcelos

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Model-Based learning is a methodology that facilitates students' construction of scientific knowledge, which, sometimes, includes restructuring their mental models. Taking into consideration students' learning process, its aim is to promote a deeper understanding of phenomena's dynamics through the manipulation of models. Our aim was to ascertain whether the use of three different types of models, integrated into an intervention program whose goal was to teach the "seismic effects on soils and buildings", would influence the learning process of graduation students or not. For a better understanding of the results, the data were collected and analyzed through a combination of methods using, simultaneously, quantitative and qualitative method. And results not only confirmed the importance of the use of models, but also led us to the conclusion that despite the potential and limitations of all three models, mixed models are better for restructuring students' mental models and the development of meaningful learning.

show abstract

“…Then, the teacher would support students in making small model revisions, that is, in producing a series of intermediate (partial) models until the development of a target model (which, according to him, may not be the model accepted by scientists, but is the one that includes the knowledge that the teacher expects students to acquire at that moment). It seems there was a general agreement around this model-evolution idea among those who have been working on modelling-based teaching, in particular those who approached it from the 'construction of a model de novo ' perspective (for instance, those from Clement's group, whose main ideas are presented in the book 'Model Based Learning and Instruction in Science' or in other papers (for example, Khan, 2007 ;Williams & Clement, 2015 ), or from other research groups (for instance, Hubber & Tytler, 2013 ;Justi & Gilbert, 2003 ;Maia & Justi, 2009b ;Mendonça & Justi, 2011 ;Schwarz & Gwekwerere, 2007 ;Schwarz et al, 2009 )). Some points distinguish Clement's work from these and other research groups, but the main issue is how each group views the process of model evolution.…”

Section: The Gem Proposalmentioning

confidence: 99%

Approaches to Modelling-Based Teaching

Gilbert¹,

Justi²

2016

Models and Modeling in Science Education

Self Cite

View full text Add to dashboard Cite

To clarify the language used in the fi eld, the distinction is drawn between ' model-based teaching ' (the use of existing models by students) and 'modellingbased teaching' (MBT) (the creation and use of models by students). The range of activities that can be included in the two forms is reviewed and fi ve generic types briefl y described. The two types concerned with MBT are then discussed at some length and existing approaches to 'learning to model de novo ' are reviewed. The use of the ' Model of Modelling ' (MM) to base science teaching is discussed at some length and the skills that may be developed at each of its stages are established. The design and implementation of teaching sequences using MBT is presented with the use of case-study material. Finally, evidence of the impact on student learning of MBT conducted through the use of the MM is presented.

show abstract

Contributions of the Model of Modelling Diagram to the Learning of Ionic Bonding: Analysis of A Case Study

Cited by 39 publications

References 38 publications

Science Teachers’ Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist–science teacher partnerships to promote inquiry-based learning

Science Teachers’ Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist–science teacher partnerships to promote inquiry-based learning

Contributions of Model-Based Learning to the Restructuring of Graduation Students’ Mental Models on Natural Hazards

Approaches to Modelling-Based Teaching

Contact Info

Product

Resources

About