Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change

Tasquier, Giulia; Levrini, Olivia; Dillon, Justin

doi:10.1080/09500693.2016.1148828

Cited by 45 publications

(31 citation statements)

References 47 publications

(50 reference statements)

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“…7 Correspondence between the PACMAN model elements and chemical formulation (Jiménez-Liso et al 2018) 2003). Thus, a model-based teaching approach offers instructional strategies for improving conceptual learning in science education (Shen and Confrey 2007) and permits students go beyond the idea of models as reproduction, allowing them to reach the vision that the relationship between model, experiment, and reality is dynamic and evolutionary (Tasquier et al 2016).…”

Section: Connected Key Aspects Of Acid-base Model-focused Teaching Fomentioning

confidence: 99%

Changing How We Teach Acid-Base Chemistry

2020

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We propose explicit and implicit approaches for the teaching of acid-base chemistry based on research into the history and nature of science (NoS). To support these instructional proposals, we identify four rationales for students to understand acid-base processes: daily life, socio-scientific, curriculum, and history of science. The extensive bibliography on misconceptions at all educational levels justifies the need for a change from the usual pedagogical approaches to teaching the acid-base domain (traditionally involving conceptual-focused teaching) to a deeper and more meaningful approach that provides (implicitly or explicitly) a chance to reflect on how scientific knowledge is constructed. Controversial moments in science from 1923, when three researchers (Bronsted, Lowry, and Lewis) independently enunciated two theories from two different paradigms (dissociation and valence electron), underpin our first sequence with an explicit NoS approach for both lower secondary school and upper secondary or university levels. Our inquiry teaching cycle promotes the transformation of a hands-on activity (using cabbage as an indicator) into an inquiry, and subsequently, we use an historical model to propose a sequence of activities based on the modeling cycle of Couso and Garrido-Espeja for lower secondary school. Finally, we identify some implications for a model-focused teaching approach for upper secondary and university levels using more sophisticated models.

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Section: Connected Key Aspects Of Acid-base Model-focused Teaching Fomentioning

confidence: 99%

Changing How We Teach Acid-Base Chemistry

2020

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“…The two lab-sessions on climate change are part of a path already tested by the research group during the past years (Venturelli, 2015;Tasquier, Pongiglione, & Levrini, 2014;Tasquier & Pongiglione, 2017;Tasquier, Levrini, & Dillon, 2016).…”

Section: Climate Change Lab-sessionsmentioning

confidence: 99%

Developing future-scaffolding skills through science education

Levrini

Tasquier

Branchetti

et al. 2019

International Journal of Science Education

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Can science teaching contribute to developing skills for managing uncertainty towards the future and projecting imagination forwards? If so, how? In this paper, we outline an approach to 'teach the future' through science education. In the first part, we describe a framework that has been constructed to orient the design of teaching modules comprised of future-oriented educational activities. Then, a teaching module on climate change is described. The module was tested in a class of upper secondary school in Italy (grade12) and the main results are reported. They concern a change in perception of the future, as revealed by students: from far and unimaginable, the future became conceivable as a set of possibilities, addressable through concrete actions and within their reach, in the sense that they became able to view themselves as agents of their own future. The results lead us to argue that the approach appears promising in developing 'futurescaffolding skills', skills that enable people to construct visions of the future that support possible ways of acting in the present with one's eye on the horizon.

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“…Science has developed various models of causality. As well as the linear and deterministic models of Newtonian mechanics, 20th century science has elaborated more and more sophisticated probabilistic models (Tasquier, Levrini & Dillon, 2016). Quantum physics and the science of complex systems are extremely rich sources of concepts such as space of possibilities, future scenarios, projection instead of prediction, uncertainty, feedback and circular causality, which can be suitable for development into skills for thinking and talking about the future (Levrini, Tasquier, Branchetti & Barelli, 2019) as well as for developing citizenship skills (Barelli, Branchetti, Tasquier, Albertazzi & Levrini, 2018).…”

Section: Future-scaffolding Skillsmentioning

confidence: 99%

The present shock and time re-appropriation: rethinking science education in the pandemic era

Levrini¹,

Fantini²,

Barelli³

et al. 2020

Preprint

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The crisis due to the COVID-19 pandemic is so huge that raises enormous questions about its implications for our societies and personal lives. In this article, we focus on science education and the role it can play to prepare future generations to grapple with this complex, fast-changing and fragile society. The approach we chose is centered on the concept of time, whose perception and organisation has been deeply affected by pandemic-induced changes. An exploratory qualitative study has been carried out with secondary school students to investigate how they were experiencing time during lockdown and which (if any) scientific knowledge they were activating to grapple with the current uncertainty and change in time structures.The main result concerns the discovery of the potential of the dichotomy between alienation from time and time re-appropriation to highlight the difference between future shock, (characteristic of the pre-crisis society of acceleration) and present shock (characteristic of the pandemic era). The analysis of students’ interviews allowed us to start unpacking time re-appropriation and its links with science learning and identity development.On the basis of the analysis, we identified three directions that science education research could explore to support schools and science teaching in playing a leading role in this fast-changing society. The directions concern new thematic and epistemological priorities for science curricula, new emphasis on learning and teaching rituals fostering appropriation, and arguments for revising the institutional role of schools.

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Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change

Cited by 45 publications

References 47 publications

Changing How We Teach Acid-Base Chemistry

Changing How We Teach Acid-Base Chemistry

Developing future-scaffolding skills through science education

The present shock and time re-appropriation: rethinking science education in the pandemic era

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