1998
DOI: 10.1207/s15327809jls0703&4_6
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From Physical Models to Biomechanics: A Design-Based Modeling Approach

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Cited by 40 publications
(47 citation statements)
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“…In order to construct the mechanisms and explanations involved in programming, learners must explicitly decompose problems into their constituent rules (Nersessian, 1992;Ho, 2001). Learners must identify the basic rules of interaction that are important, which requires explicitly articulating and instantiating objects and their relations (Penner et al, 1998). This need for problem decomposition is inherent in all scientific and engineering disciplines (Qualls and Sherrell, 2010).…”
Section: Discussionmentioning
confidence: 99%
“…In order to construct the mechanisms and explanations involved in programming, learners must explicitly decompose problems into their constituent rules (Nersessian, 1992;Ho, 2001). Learners must identify the basic rules of interaction that are important, which requires explicitly articulating and instantiating objects and their relations (Penner et al, 1998). This need for problem decomposition is inherent in all scientific and engineering disciplines (Qualls and Sherrell, 2010).…”
Section: Discussionmentioning
confidence: 99%
“…Many approaches to incorporating engineering into the science classroom cite using engineering and design as a context for a unit in which solving the problems requires the use of scientific knowledge and skills as well as mathematics (Kolodner et al, 2003;Penner, Lehrer, & Schauble, 1998). Kolodner et al present the use of the curriculum Learning by Design in which engineering problems create the context for students to apply knowledge and skills drawn from the fields of science and mathematics.…”
Section: Engineering Integration Approachesmentioning
confidence: 99%
“…Penner (2001) has argued that models can be "tools to think with and to reflect upon", because they include representations of physical and conceptual values that are not usually represented in "concrete" forms and therefore cannot be otherwise observed in the natural world (p. 2). Research in science education has highlighted a number of modelling-based learning approaches (that is the construction of models through the process of scientific modelling) in science (see Justi & Gilbert, 2002, for a review; also see Constantinou, 1996;Penner, 2001;Penner, Lehrer, & Schauble, 1998;Schecker, 1993;Gobert & Buckley, 2000;Glynn et al, 1994;Treagust et al, 1996;Pittman, 1999;Iddling, 1997;Gilbert, 2004). Nevertheless, all researchers appear to identify that the modelling-based learning approach involves two basic steps.…”
Section: Modelling-based Learning In Sciencementioning
confidence: 99%
“…Once students have constructed a model, they need to evaluate their model through a comparison with the real-life phenomenon (Bell, 1995;Papaevripidou, Constantinou and Zacharia, in press;Penner, 2001;Penner, Lehrer & Schauble;Schecker, 1993;Gobert & Buckley, 2000). Students should attempt to apply their model to new situations by using the model to interpret and make predictions about new phenomena.…”
Section: Modelling-based Learning In Sciencementioning
confidence: 99%