- modelling, learning, students, purpose,
Copyright (c) 2019 Sashka Jovanovska
This work is licensed under a Creative Commons Attribution 4.0 International License.
The depth of knowledge a student will develop while building a model, the memories and skills they will gain that transcend content, and the teamwork they will develop during the process are just a few of the benefits of the modeling process. Ultimately, the modeling process will allow students and teachers to experience education in a way that matches the way work is done in scientific research, engineering, and other professional settings. Having students build models to solve problems is an enormous goal and enormous goals require enormous planning. The purpose of this guide is to outline the pedagogical approaches a teacher will need to lead their students on the journey from novice modelers to expert modelers.
- American Association for the Advancement of Science. (1989). Science for all Americans . New York: Oxford University Press.
- American Association for the Advancement of Science. (1993) Benchmarks for science literacy. Washington, DC: Author.
- Ackerson, V.L., F. Abd-El-Khalick, and N.G. Lederman. (2000). Influence of a reflective explicit activity-based approach on elementary teachers‘ conceptions of nature of science. Journal of Research in Science Teaching, 37(4) 295–317.
- Bell, P., Bricker, L., Tzou, C., Lee, T., & Van Horne, K. (2012). Exploring the science framework: Engaging learners in scientific practices related to obtaining, evaluating, and communicating information. Science Scope, 36(3), 17-22.
- Bell, R., Gess-Newsome, J., & Luft, J. (2008). Technology in the secondary science classroom. NSTA Press, Arlington, VA
- Lederman,N.G. (1992). Students‘ and teachers‘ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
- Lederman, N. G. (1998). The state of science education: Subject matter without context. Electronic Journal of Science Education, 3(2).
- Lesh, R., & Doerr, H. (2000). Symbolizing, communicating, and mathematizing: Key components of models and modeling. Symbolizing and communicating in mathematics classrooms. Lawrence Erlbaum Publishers , 361– 384.
- Prins, G. T., Bulte, A. M. W., & Pilot, A. (2011). Evaluation of a Design Principle for Fostering Students; Epistemological Views on Models and Modelling Using Authentic Practices as Context for Learning in Chemistry Education. International Journal of Science Education, 33(11), 1539-1569.
- Prins, G. T., Bulte, A. M. W., Van Driel, J. H., & Pilot, A. (2008). Selection of Authentic Modelling Practices as Contexts for Chemistry Education. International Journal of Science Education. 30(14), 1867-1890.