Models of Modelling

Gilbert, John K.; Justi, Rosária

doi:10.1007/978-3-319-29039-3_2

Cited by 10 publications

(9 citation statements)

References 49 publications

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“…Studies have shown that the model is a bridge between theory and phenomena, − which can enhance students’ understanding and transformation of conception. , Models can be divided into static and dynamic models, and many studies have proven the superiority of dynamic models on students’ learning outcome. − Therefore, here we use PowerPoint to construct the concentration cell model and use the custom animation effect function of the software to simulate the movement of electrons and other particulates to help students understand the reaction principle. , …”

Section: Implementation Of the Coursementioning

confidence: 99%

Design, Implementation, and Evaluation of a Scientific Modeling Course on Concentration Cells

et al. 2021

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In this study, an innovative scientific modeling course on concentration cells is designed: First, the demonstrations revealed examples of three different concentration cells. Then, scientific models visualizing the process and principle of cell reactions at the level of microparticulates were introduced to students. Finally, three new concentration cell examples were abstracted from real life, and students were asked to build corresponding new models and explain the phenomenon. During implementation, high school students and undergraduates with only a little background knowledge on concentration cells participated in this course. The effectiveness of the course was evaluated by questionnaire and quiz. The results showed that, by establishing a triple link among macroscopic phenomena, submicroscopic processes, and symbolic representations, most students can directly understand the principles of concentration cell reactions with the help of scientific models. More than 60% of the students successfully constructed the model in the test, and the correct rate (including basically and completely correct) of all of the questions was above 80%. These results prove that this course was helpful for students to master the knowledge of concentration cells and improve the ability of model understanding and construction.

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Section: Implementation Of the Coursementioning

confidence: 99%

Design, Implementation, and Evaluation of a Scientific Modeling Course on Concentration Cells

et al. 2021

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show abstract

“…In this context, valuable models are not necessarily those whose external representations are highly realistic or map isomorphically onto reality. Rather, they are those that succeed in their intended uses, such as making accurate predictions [5,37,41]. The process through which an agent creates, uses, evaluates, or revises a model is called modeling.…”

Section: A Models and Modeling In Science Educationmentioning

confidence: 99%

“…And, in the future, the final version of the PLIC may shed light on how students compare model predictions with experimental data. However, external expressions of models are not themselves models [37,41], and matching data to predictions is only one of many aspects of modeling [5]. Therefore, each of these instruments [24][25][26] provides only partial measures of students' modeling ability.…”

Section: Relevant Existing Assessmentsmentioning

confidence: 99%

“…For example, experimental design skills are important in optics labs, circuit construction skills are important in electronics labs, and developing written scientific communication skills is a common learning goal in both types of courses. While communication, design, and construction may seem distinct from modeling, modeling nevertheless plays an important role in all of these aspects of science [5,37,80]. Future work could explore whether and how the Modeling Framework maps onto these practices, though it was not originally developed to do so (Sec.…”

Section: Implications For Future Researchmentioning

confidence: 99%

“…These questions form the basis of a large number of investigations in science education. In a recent overview of the roles of models and modeling in teaching science, Gilbert and Justi [37] argue in favor of Knuuttila's [38] philosophical interpretation of models as epistemic artifacts, i.e., objects that facilitate knowledge generation. In the artifactual view, models serve many purposes: abstracting, idealizing, or representing systems; supporting arguments, explanations, or predictions; or designing experiments or other models.…”

Section: A Models and Modeling In Science Educationmentioning

confidence: 99%

See 2 more Smart Citations

Characterizing lab instructors’ self-reported learning goals to inform development of an experimental modeling skills assessment

Dounas-Frazer

Rios

Pollard

et al. 2018

Phys. Rev. Phys. Educ. Res.

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The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. We interviewed 35 lab instructors about the ways they incorporate modeling in their courses, and we used their self-reported learning goals and activity designs to identify test contexts and objectives that are likely relevant across many institutional settings. The study design was informed by the Modeling Framework for Experimental Physics, which conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs. *

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Towards Proportionality within Developmental Instruction Approach: The First Steps

Lobanova

Rekhtman²,

Vysotskaya³

et al. 2022

Mathematics and Its Connections to the Arts and Sciences (MACAS)

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Models of Modelling

Cited by 10 publications

References 49 publications

Design, Implementation, and Evaluation of a Scientific Modeling Course on Concentration Cells

Design, Implementation, and Evaluation of a Scientific Modeling Course on Concentration Cells

Characterizing lab instructors’ self-reported learning goals to inform development of an experimental modeling skills assessment

Towards Proportionality within Developmental Instruction Approach: The First Steps

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