Cultivating Model-Based Reasoning in Science Education

Lehrer, Richard; Schauble, Leona

doi:10.1017/cbo9780511816833.023

Cited by 145 publications

(179 citation statements)

References 34 publications

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“…Practice in flexible manipulation of representations has been argued to be central for developing expertise (21). Classroom research shows how students reason as they generate and refine models supported by expert teacher guidance (22,23). This creative reasoning is distinct from, but complementary to, reasoning through argumentation (24).…”

Section: Drawing To Reason In Sciencementioning

confidence: 99%

“…Various programs featuring drawing are now in progress (22,23,35). The Role of Representation in Learning Science (RiLS) project (36) is an exemplar showing how through hands-on activities and a variety of multimodal representations, in which drawing was central, learners aged 10 to 13 were guided to generate, justify and refine representations in science (Fig.…”

Section: Current Programs and New Directionsmentioning

confidence: 99%

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Drawing to Learn in Science

Ainsworth

Prain

Tytler

2011

Science

569

394

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Section: Drawing To Reason In Sciencementioning

confidence: 99%

Section: Current Programs and New Directionsmentioning

confidence: 99%

Drawing to Learn in Science

Ainsworth

Prain

Tytler

2011

Science

569

394

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show abstract

“…These studies have shown that experts possess more extensive and organized knowledge, which makes them more efficient in perceiving meaningful patterns, manipulating relevant information, and enabling them to perform excellently in practice compared to the novice. For example, experts solve a problem faster and more accurately and use knowledge structures that are more organized and easily accessible to them than novices do (Bransford, Brown, & Cocking, 2000;Lehrer & Schauble, 2006). Understanding the differences in cognitive processes between experts and novices could provide a basis for recognizing the nature of interdisciplinary learning.…”

Section: Expert-novice Theorymentioning

confidence: 99%

Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks

You¹

2017

JEL

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This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the complexity of the natural system and its corresponding scientific problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds. The best way to learn and perceive natural phenomena of the real world in science should be based on an effective interdisciplinary teaching. To support the underlying rationale for interdisciplinary teaching, the present study proposes theoretical approaches on how integrated knowledge of teachers affects their interdisciplinary teaching practices and student learning. This research further emphasizes a need for appropriate professional development programs that can foster the interdisciplinary understanding across various science disciplines.

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“…However, it still faces difficulties in educational application as a means of changing instruction. An alternative, modeling, is expanding rapidly because it can account for conceptual change and add additional elements (Clement, 2000;Halloun, 1996;Hestenes, 1987;Lehrer & Schauble, 2006). Some scholars regard a modeling approach as the successor to constructivism (Confrey & Maloney, 2006;Keeves, 2002;Lesh & Doerr, 2003).…”

Section: Introductionmentioning

confidence: 99%

From conceptual change to transformative modeling: A case study of an elementary teacher in learning astronomy

Shen

Confrey

2007

Science Education

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This case study describes a teacher's development of and creativity in manipulating physical models in an astronomy course for in-service science teachers of K-8. Specifically, she organized a data table from several charts of numbers, constructed a moon-ball model in addition to a 2-D model, and created a hula hoop model as a concrete realization of her mental model. Examination of the transformation and construction processes revealed how she revised existing models and added new elements. These reconstruction experiences afforded her with a higher level of comprehension and self-awareness of her mental models. Three of the teacher's actions contributed to her increased understanding and deployment of the models: she enhanced her autonomy by changing the given models and solving problems she was interested in; she communicated with her partners and shared her knowledge by materializing her models; and she constructed new models

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Cultivating Model-Based Reasoning in Science Education

Cited by 145 publications

References 34 publications

Drawing to Learn in Science

Drawing to Learn in Science

Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks

From conceptual change to transformative modeling: A case study of an elementary teacher in learning astronomy

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