Fostering Students' Epistemologies of Models via Authentic Model-Based Tasks

Gobert, Janice D.; Pallant, Amy

doi:10.1023/b:jost.0000019635.70068.6f

Cited by 96 publications

(58 citation statements)

References 38 publications

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“…The students constructed models by integrating information regarding structure, function or action, and the causal mechanisms related to blood circulation. They also made in-depth inferences during the processes of model evaluation, revision, and elaboration (Gobert and Pallant 2004). This finding showed that students actively participated in an argumentative practice that generated, evaluated, and modified their model repeatedly.…”

Section: Model Evaluation and Modification Phasesmentioning

confidence: 74%

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a similar fashion to a target model and demonstrated within-group dialogic interaction patterns. It was found that statements associated with DLA contributed to the collaborative group dynamics by providing cognitive scaffolding and enabling critical monitoring, which together facilitated model development and students' participation and understanding. In the model generation phase, the skills demonstrated indicated the use of statements associated with DLA as one student focused on the principles of blood circulation, thereby providing scaffolding for the other students. These students then generated another sub-model. In the model elaboration phase, statements associated with DLA elements such as request information of mechanism (AQ-a) and resolve discrepancies in knowledge (AQ-b) provided students with metacognitive scaffolding and enabled them to show their deep cognitive participation. Moreover, statements associated with DLA elements such as asking questions or metacognitive activity enabled the students to monitor others' models or ideas critically, showing that active cognitive interaction was taking place within the group. These findings reveal that individual learning approaches will bring a synergistic effect to a group modeling process and can lead to practical educational insights for educators seeking to use lessons based on group modeling.

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Section: Model Evaluation and Modification Phasesmentioning

confidence: 74%

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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“…The central aim of this investigative learning mode is twofold: students should develop domain knowledge and proficiency in scientific inquiry (cf. Gobert & Pallant, 2004). Unfortunately the educational advantages of inquiry learning are often challenged by students' poor inquiry skills (e.g., .…”

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confidence: 99%

Finding Out How They Find It Out: An empirical analysis of inquiry learners’ need for support

Mulder

Lazonder

Jong

2009

International Journal of Science Education

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“…En concreto, contribuye al aprendizaje de ciencias, al ayudar: 1) a la activación del conocimiento previo del alumnado (Megalakaki y Tiberghien, 2011); 2) a la externalización de su razonamiento y la visualización de los componentes de sus teorías (Jonassen, 2004); y 3) a la mejora en su comprensión y adquisición (Blanco Anaya, Justi y Díaz, 2017). Al aprendizaje sobre ciencias, al adquirir una visión adecuada de la naturaleza de los modelos y del papel que juegan en el desarrollo del conocimiento científico (Gobert y Pallant, 2004); y al aprendizaje sobre cómo hacer ciencias, al promover la realización de explicaciones y predicciones, el diseño de investigaciones y la justificación y comunicación de resultados (Gilbert, Boulter y Elmer, 2000). Justi y Gilbert (2002) proponen que para involucrar a los estudiantes en actividades de modelización, los docentes necesitan: a) tener un conocimiento sobre la naturaleza de los modelos, lo que incluye un conocimiento sobre qué es un modelo científico y qué funciones desempeña en el desarrollo del conocimiento científico; b) conocer cómo, cuándo y por qué han introducirse los distintos modelos científicos en el aula; y c) tener las destrezas y el conocimiento necesario para diseñar e implementar actividades de modelización.…”

Section: Marco Teóricounclassified

Visión de los maestros en formación sobre los modelos científicos y sus funciones en las ciencias y en su enseñanza

Torija

González

2018

DCES

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Resumen: Este estudio examina la visión de 201 futuros maestros sobre los modelos científicos y sus funciones en ciencias y en su enseñanza. Se diseñó e implementó un cuestionario del que se analizan las respuestas a las siguientes preguntas: ¿Qué se entiende por modelo científico? y ¿Para qué consideras que son utilizados los modelos en ciencias? ¿Y en la enseñanza de las ciencias? Los resultados mostraron que, aunque un 24,5% reconocen que un modelo científico es una representación simplificada de un fenómeno, encontramos que un 22,8% lo consideran como "método" de trabajo de los científicos. En cuanto a sus funciones, un 45,7% identifican los modelos como recursos para explicar, resumir o ejemplificar un contenido o para ayudar al docente a enseñar.Palabras clave: modelización, formación de profesorado, Educación Primaria, modelo científico.Abstract: This study examines the view of 201 preservice primary teachers about scientific models and their functions in science and in science education. A questionnaire was designed and implemented from which the answers to the following questions are analysed: What do you understand as a scientific model? Which are the functions of models in science and science education? Results showed that, although 24.5% recognised scientific models as a simplified representation of a phenomenon, 22.8% considered it as a way or "method" in which scientists work. Regarding model's functions, 45.7% identified models as teachers' tools to explain and summarise information to their students or tools to help them to teach.

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Fostering Students' Epistemologies of Models via Authentic Model-Based Tasks

Cited by 96 publications

References 38 publications

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

Finding Out How They Find It Out: An empirical analysis of inquiry learners’ need for support

Visión de los maestros en formación sobre los modelos científicos y sus funciones en las ciencias y en su enseñanza

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