Introduction to model-based teaching and learning in science education

Gobert, Janice D.; Buckley, Barbara C.

doi:10.1080/095006900416839

Cited by 257 publications

(135 citation statements)

References 8 publications

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“…They consist of elements, relationships, operations, and rules that govern the interactions (Lesh & Doerr, 2003). They can be classified into two types: internal models and expressed models (Gobert & Buckley, 2000). Internal or mental scientific models refer to the individuals' internal representation of the explanatory mechanisms or predictive patterns and laws that underlie particular natural phenomena (e.g., one's mental conception of matter as consisting of moving particles).…”

Section: Approachmentioning

confidence: 99%

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Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Schwarz

2009

Science Education

130

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Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around these problems of practice through modeling-centered scientific inquiry. The first design cycle introduced preservice teachers to modeling and simulation software tools in an effort to advance their understanding of science and technology; the second used an instructional framework embodying modeling-centered inquiry to advance their views of effective science teaching and their lesson-planning practices; the third engaged preservice teachers in analyzing and modifying curriculum materials using reform-based criteria to foster effective curriculum materials use. Outcomes from these iterations indicate that the preservice teachers were most likely to advance their knowledge and practices within a coherent approach that focused on a core scientific practice such as modeling-centered inquiry, provided opportunities to unpack and apply robust tools such as reform-based instructional frameworks, and addressed their perceived problems of practice. The findings from this set of approaches are compared to others in an effort to point toward promising future directions for effective science teacher education.

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Section: Approachmentioning

confidence: 99%

“…In this sense of the term, models are representations that abstract and simplify a system to make its central features explicit (Gobert & Buckley, 2000). They consist of elements, relationships, operations, and rules that govern the interactions (Lesh & Doerr, 2003).…”

Section: Approachmentioning

confidence: 99%

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Schwarz

2009

Science Education

130

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“…On the other hand, the core of model-based learning lies in ''the construction of mental models of phenomena.'' A mental version of the external representation under consideration is generated, evaluated, improved, or changed and manifested in many ways such as hand movements, verbal, or visual representations such as sketches, diagrams, or material artifacts [2,4]. The hallmark of model-based learning is its central focus on the creation of a mental model of the phenomena which the learner constructs through a set of experiences and then continually applies and refines in different situations.…”

Section: Introductionmentioning

confidence: 99%

“…This phase may lead to changes or refinement in the model previously constructed by the student. According to Gobert and Buckley [4], on the one hand, model-based teaching refers to ''any implementation that brings together information resources, learning activities, and instructional strategies intended to facilitate mental model-building both in individuals and among groups of learners.'' On the other hand, the core of model-based learning lies in ''the construction of mental models of phenomena.''…”

Section: Introductionmentioning

confidence: 99%

Role of mental representations in problem solving: Students’ approaches to nondirected tasks

Ibrahim

Rebello

2013

Phys. Rev. ST Phys. Educ. Res.

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“…For example people observed bird flocks for thousands of years before anyone suggested that flocks are leader-less, and people participate in traffic jams without much understanding of what cause the jams, such phenomena may be regarded as complex systems. Observation and participation are not enough; people need a richer sense of involvement with systems in order to understand them [5], [9], [10], [14], [16], [21]. Modeling can provide students with the power to understand and explore systems that were previously difficult to trace and predict their behavior, new techniques that help to learn important concepts on complex systems, to generate relevant questions, theories and hypothesis about phenomena, and to build and run models related to their theories [7], [12], [15], [19], [20].…”

Section: Introductionmentioning

confidence: 99%

The Contribution of Learning by Modeling (LbM) toStudents' Understanding of Complexity Concepts

Hashem¹

2011

IJEEEE

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Abstract-This paper describes part of a project about Learning-by-Modeling (LbM). The ideas of complexity are increasingly becoming an integral part in understanding natural and social sciences. Previous research indicates that involvement with modeling scientific phenomena and complex systems can play a powerful role in science learning. Some researchers argue with this view indicating that models and modeling do not contribute to understanding complexity concepts, since these increases the cognitive load on students. This study investigates the effect of different modes of involvement in exploring scientific phenomena using a computer agent-based modeling tool, on students' understanding of complexity concepts. Quantitative and qualitative methods are used to report about 121 freshmen students that engaged in participatory simulations about complex phenomena, showing emergent, self organized and decentralized patterns. Results show that LbM plays a major role in students' concept formation about complexity concepts. Index Terms-Agent

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Introduction to model-based teaching and learning in science education

Cited by 257 publications

References 8 publications

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Role of mental representations in problem solving: Students’ approaches to nondirected tasks

The Contribution of Learning by Modeling (LbM) toStudents' Understanding of Complexity Concepts

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