The Use of Modeling-Based Text to Improve Students' Modeling Competencies

Jong, Jing Ping; Chiu, Mei Hung; Chung, Shiao Lan

doi:10.1002/sce.21164

Cited by 24 publications

(15 citation statements)

References 44 publications

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“…3). The aim of our DEAR cycle is to be a goal-oriented and competence-based scaffolding for designing, implementing, or evaluating efficient modeling-based instruction, model-based text (Jong, Chiu, & Chung, 2015), and model-based assessment of students' products (Chang & Chiu, 2009). In Fig.…”

Section: Methodological Perspectivementioning

confidence: 99%

Modeling competence in science education

Chiu

Lin

2019

Discip Interdscip Sci Educ Res

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Research on the understanding of the nature of models and modeling processes in science education have received a lot of attention in science education. In this article, we make five claims about the research on modeling competence in science education. The five claims are (1) the development of modeling competence in practice is essential to scientific literacy for twenty-first century citizens, (2) further research is needed to build a holistic and theoretical understanding of models and modeling knowledge (MMingK), (3) providing a modeling-based scaffolding framework for meaningful and active authentic learning is to enhance student's engagement of scientific practice, (4) appropriate formative assessment instruments and evaluation rubrics to assess students' modeling processes and products within the context of modeling practice should be developed, and (5) research on learning progression in modeling competence needs to be intertwined with MMingK and modeling practice. Implications for student learning and teacher professional development will be drawn from existing literature.

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Section: Methodological Perspectivementioning

confidence: 99%

Modeling competence in science education

Chiu

Lin

2019

Discip Interdscip Sci Educ Res

Self Cite

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“…Research has shown that students’ conceptual understanding of phenomena in physics increases when modeling‐enhanced curriculum is used (Liang, Fulmer, Majerich, Clevenstine, & Howanski, ). In general, elements of a modeling process involve model selection, construction, validation, analysis, deployment, and reconstruction (Jackson, Dukerich, & Hestenes, ; Jong, Chiu, & Chung, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

2018

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Modeling is considered an important scientific practice, and modeling instruction has the potential to support conceptual change in students in physics. However, when students are not taught how to think about modeling, and how to develop and use models, the learning potential of modeling may be limited. This paper argues that the use and explicit teaching of metacognitive tools like interactive questioning and individual reflection increase students' ability to use and make sense of models. We present a sequence of activities incorporating metacognitive tools with a variety of models (mental, physical, simulated, and mathematical) in a high school physics unit of electricity. Using data from classroom observations, individual student reflections, group-created posters, and classroom discussion, we found evidence to demonstrate the complicated nature of conceptual change, the importance of using a variety of different representations (models) of a phenomenon, and the critical role of the teacher in learning. Teachers need to be aware of this process and able to give students the time they need to fully explore and develop multiple models and support to think critically about models. Although many classrooms are limited in time, this process is necessary to move beyond rote memorization toward meaningful conceptual change.

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“…Para peneliti pendidikan sains, bersepakat bahwa model dan pemodelan harus menjadi bagian dari kurikulum sains. Menurut (Gogolin, 2018;Jong et al, 2015;Gobert & Pallan, 2004) tujuan pemodelan sains adalah untuk menggambarkan, menjelaskan, dan memprediksi khususnya aspek dunia alami. Ada banyak tujuan pedagogis yang dapat dicapai dengan menggunakan model.…”

Section: Pendahuluanunclassified

Analisis Nature of Models (NOM) dalam Buku Siswa Biologi Kelas X

Susanti

2021

bioeducatio

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Penelitian ini berjudul "Analisis Pola Nature of Models (NoM) dalam Buku Siswa Biologi Kelas X". Penelitian ini bertujuan untuk mengetahui pola penggunaan tipe model dan karakteristik Nature of Models (NoM) yang terdapat dalam buku siswa Biologi kelas X. Sampel dalam penelitian ini adalah buku yang dominan digunakan di SMA N se-Kabubaten Magelang pada buku siswa kelas X. Analisis difokuskan terhadap tipe model dan karakteristik Nature of Models. Data yang diperoleh selanjutnya dianalisis menggunakan analisis kualitatif. Hasil penelitian menunjukan bahwa tipe model yang terdiri dari 8 tipe, tipe skala lebih banyak ditemukan, yaitu sebanyak 113 atau 64% dibandingkan tipe model lainnya. Berbanding terbalik dengan tipe model matematik yang tidak ditemukan dalam buku siswa. Sedangakan karakteristik Nature of Models pada kategori ilustrasi, subkategori model struktural lebih mendominasi sebanyak 72,31%, aspek kompleksitas subkategori fakta mendominasi sebanyak 77,40%, aspek abstraksi rendah lebih mendominasi sebanyak 74,01%, dan seluruh model yang ditemukan telah sesuai dengan tujuan pembelajaran. Hasil analisis pola Nature of Models dalam buku siswa Biologi kelas X tersebut sesuai dengan ciri-ciri Ilmu Biologi. Kata Kunci : tipe model, karakteristik, ilustrasi, buku Biologi ABSTRACKThis research is entitled "Analysis of Nature of Models (NoM) Patterns in the Biology Student Book Class X". This study aims to determine the pattern of using the type of model and the characteristics of Nature of Models (NoM) contained in the Biology class X student book. The sample in this study was the dominant book used in SMA N throughout Magelang Regency in the class X student book. to model types and characteristics of Nature of Models. The data obtained were then analyzed using descriptive analysis. The results showed that the type of model which consisted of 8 types, the type of scale was found more, namely as much as 113 or 64% compared to other types of models. Inversely proportional to the type of mathematical model that is not found in student books. While the characteristics of Nature of Models in the illustration category, the structural model sub-category dominates as much as 72.31%, the complexity aspect of the fact sub-category dominates as much as 77.40%, the low abstraction category dominates as much as 74.01%, and all models found are in accordance with learning objectives. The results of the analysis of the Nature of Models pattern in the Biology class X student book are in accordance with the characteristics of Biology.

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The Use of Modeling-Based Text to Improve Students' Modeling Competencies

Cited by 24 publications

References 44 publications

Modeling competence in science education

Modeling competence in science education

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

Analisis Nature of Models (NOM) dalam Buku Siswa Biologi Kelas X

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