Developing Models in Science Education

Abstract

References 363Index 381 PrefaceThis book arises from the collaborative work of a group of international researchers who are members of the Centre for Models in Science and Technology: Research in Education (CMISTRE). Based at The University of Reading in the UK, the Centre has a widely scattered membership, i.e. currently also in Australia, Brazil, Israel, New Zealand, Netherlands.Information about its present work can be accessed via The University of Reading's web pages on http://www.rdg.ac.uk/~ems97pc/MISTRE.Formed in 1995, the first years of the group were spent in formulating a common language with which to talk about models and modelling and in negotiating the boundaries of the areas to be investigated. In this period of time the main themes which are addressed in this book started to be formulated, based on the interests and experiences of the collaborating members. All this was fuelled by academic visits by members to each others, by regular seminars where new papers and ideas were discussed, in conference symposia, both national and international, where these ideas were subjected to a wider audience and, more lately, by publications in journals. In most senses the Centre is typical of a research group in any field: a commitment by a group of academics to enquiry in a theme held in common. It might differ from many in two ways. First, it draws on the insights of a number of established disciplines: philosophy of science, historical studies of the development of science, the sociology and language of science, the psychology of the teaching and learning of science. Second, it has entailed a greater commitment to collaborative ways of working and to a reflection on the contextual nature of the understandings that are forged. Within the Centre, smaller sets of members often collaborate in particular areas of interest and expertise. This has given rise to the three main areas of interest that are reflected in the Sections of this book.Although the common language is presented in detail in Chapter I, it may be helpful to readers if the components of the framework and the agenda are summarised here. A model has been taken to be 'a representation of an idea, object, event, process, or system'. Mental modelling is defined as an activity undertaken by individuals, whether alone or within a group. The results of that activity can be expressed in the public domain through action, speech, writing or other symbolic form. Those expressed models-, as we term them, which gain social acceptance following testing by the community of professional scientists playa central role in the conduct of both research and development, becoming consensus models. Whilst those consensus models which are currently in use at the frontiers of science may be termed scientific vii Vlll Developing Models in Science Educationr models, those produced in specific historical contexts may be called historical models. Curricular models are those versions of consensus models which are included in science curricula. Teaching models are those developed ...

Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school

“…Chemistry teachers and school textbooks often use so-called "simplified" versions of the disciplinary representations used by the broader chemistry community (Gilbert et al, 2000). These simplified representations have been characterized by Airey and Linder (2017, p. 105) as having high pedagogical affordance, which they define as "the aptness of a semiotic resource for the teaching and learning of some particular educational content.…”

Uso de la planilla de cálculo para la comprensión del movimiento diario del Sol a partir de observaciones del cielo realizadas durante la no presencialidad

“…Este enfoque didáctico centrado en la construcción de modelos se encuentra orientado a relacionar las representaciones del mundo que poseen los científicos en torno a un determinado fenómeno físico con las presentes en el ámbito escolar, tanto en docentes como en estudiantes (Gilbert, Boulter y Rutherford, 2000). En este sentido, la ciencia escolar presenta diferencias significativas con la ciencia de los científicos al encontrarse formada por una serie de etiquetas lingüísticas, conceptos y modelos propios que facilitan la comprensión de los fenómenos por parte de los estudiantes.…”

A Relação entre o Conhecimento Conceitual e o Desempenho de Estudantes em Atividades Investigativas

“…A produção desse período é bem conhecida e foi sumarizada em amplas revisões (Driver et al, 1994;Wandersse, Mintzes, & Novak, 1994). Além disso, as pesquisas na área de mudança conceitual (Carey, 2000;Chi, 2008;Kang, Scharmann, & Noh, 2004) e de modelos mentais (Frederiksen, White, & Gutwill, 1999;Gilbert, & Boulter, 2000) contribuíram para chamar atenção para a importância das concepções e modelos prévios para os estudantes ao defenderem, por exemplo, que: essas supostas teorias intuitivas têm as mesmas funções explicativas e preditivas para as crianças que as teorias formais têm para os cientistas, permitindo a crianças e cientistas não apenas observar e descrever fenômenos, mas também fornecer explicações e previsões (Amsel, & Brock, 1996, p. 524).…”