ISBN:
9781402064944
Language:
English
Pages:
Online-Ressource
,
v.: digital
Edition:
Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
Series Statement:
Models and Modeling in Science Education 2
DDC:
507.1
Keywords:
Education
;
Science Study and teaching
;
Teachers Training of
;
Consciousness
;
Aufsatzsammlung
;
Hochschuldidaktik
;
Problemorientiertes Lernen
Abstract:
Anyone involved in science education will find that this text can enhance their pedagogical practice. It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction. It presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms. They offer practical tips for teaching the toughest of key concepts.
Abstract:
This book describes new, model based teaching methods for science instruction. It presents research that describes these new methods in a very diverse group of settings: middle school biology, high school physics, and college chemistry classrooms. Mental models in these areas such as understanding the structure of the lungs or cells, molecular structures and reaction mechanisms in chemistry, or causes of current flow in electricity are notoriously difficult for many students to learn. Yet these lie at the core of conceptual understanding in these areas. The studies focus on a variety of teaching strategies such as discrepant questioning, analogies, animations, model competition, and hands on activities. Five different levels of organization for teaching strategies are described, from those operating over months (design of the sequence of units in a curriculum) to those operating over minutes (teaching tactics for guiding discussion minute by minute).
Description / Table of Contents:
CONTENTS; Contributors; Acknowledgement; Model Based Learning and Instruction in Science; Section I: Basic Concepts and Background for Model Based Learning; 1. Student/Teacher Co-construction of Visualizable Modelsin Large Group Discussion; 2. An Instructional Model Derived from Model Constructionand Criticism Theory; Section II: Introduction to Model Based Teaching Strategies; 3. Determining Target Models and Effective Learning Pathwaysfor Developing Understanding of Biological Topics; 4. Co-construction and Model Evolution in Chemistry
Description / Table of Contents:
5. Target Model Sequence and Critical Learning Pathwayfor an Electricity Curriculum Based on Model Evolution6. Case Study of Model Evolution in Electricity: Learningfrom Both Observations and Analogies; Section III: Qualitative Research on Specific Strategies; 7. A Competition Strategy and Other Modesfor Developing Mental Models in Large Group Discussion; 8. What If Scenarios for Testing Student Models in Chemistry; 9. Applying Modeling Theory to Curriculum Development:From Electric Circuits to Electromagnetic Fields; 10. Developing Complex Mental Models in Biology ThroughModel Evolution
Description / Table of Contents:
11. Role of Discrepant Questioning Leading to Model ElementModification12. Using Analogies in Science Teaching and CurriculumDesign: Some Guidelines; 13. Model Based Reasoning Among Inner City MiddleSchool Students; 14. Six Levels of Organization for Curriculum Design and Teaching; Author Index; Subject Index
Note:
Includes bibliographical references and indexes
,
Electronic reproduction; Available via World Wide Web
DOI:
10.1007/978-1-4020-6494-4
URL:
Volltext
(lizenzpflichtig)
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