2002
DOI: 10.1080/09500690110066485
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Students' understanding of the role of scientific models in learning science

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Cited by 314 publications
(329 citation statements)
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References 13 publications
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“…Research on multiple representations has been of particular interest in the area of chemistry (Kozma, 2003;Kozma & Russell, 1997;Rohr & Reimann, 1998;Treagust, Chittleborough, & Mamiala, 2002;Wu, Krajcik, & Soloway, 2001). Visual representations play a critical role in chemistry, where complex phenomena are not always directly observable (Kozma, 2000).…”
Section: Macroscopic and Molecular Representationsmentioning
confidence: 99%
“…Research on multiple representations has been of particular interest in the area of chemistry (Kozma, 2003;Kozma & Russell, 1997;Rohr & Reimann, 1998;Treagust, Chittleborough, & Mamiala, 2002;Wu, Krajcik, & Soloway, 2001). Visual representations play a critical role in chemistry, where complex phenomena are not always directly observable (Kozma, 2000).…”
Section: Macroscopic and Molecular Representationsmentioning
confidence: 99%
“…When the literature was investigated, it was seen that there were studies to examine the opinions about model and modelling (Grosslight et al, 1991), the students' understanding about scientific models (Treagust et al, 2002), the preservice teachers' perceptions about role and purpose of models in science (Berber and Güzel, 2009), the teachers' opinions about models that is used in science (Güneş et al, 2004a), the science teachers' opinions about model and modelling (Ergin et al, 2012), the physics, chemistry, biology and science teaching staffs' opinions about models and role of models in science education (Güneş et al, 2004b). However, a study that was done in order to examine attitude towards using model wasn't seen.…”
Section: Sonuçmentioning
confidence: 99%
“…Models are provided to objectify of abstract concepts (Harrison, 2001;Treagust et al, 2002). Models are represented a complex object or process.…”
Section: Sonuçmentioning
confidence: 99%
“…This shows up in a variety of ways, including rapid guessing, nonsensical constructions and the use of syntactic rather than semantic language to refer to model elements. The literature on model construction (reviewed in [5]) sometimes refers to these two extremes as Deep vs. Shallow modeling.…”
Section: The Meta-tutormentioning
confidence: 99%
“…Modeling is both an important cognitive skill [1] and a potentially powerful means of learning many topics [5]. The AMT system teaches students how to construct system dynamics models.…”
Section: Introductionmentioning
confidence: 99%