Mediated Modeling in Science Education

Abstract

Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation, they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials, better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds.The pivotal role played by models is increasingly recognized in scientific theory and inquiry, most importantly in human cognition in general and in science education in particular. In science, models are considered principal means, if not the chief ones, with which scientists: (a) represent, investigate, control, and impose order on, physical systems and phenomena, and (b) put together scientific theory coherently and corroborate it efficiently (Hempel

Genetic determinism in the Finnish upper secondary school biology textbooks

“…However, there is also a lively debate about what these models actually mean (Halloun, 2004). In this study, we use the definition of Gilbert, Boulter, & Elmer (2000) who state that models are proposals about how concepts are correlated to each other in the material world.…”

Models as Relational Categories

“…Jonassen et al (2005) argued that while, for example, intelligent tutoring systems and microworlds allow learners to interact with them, they are used only for infer the propositions built in the systems and for confirming hypotheses. 6 In contrast, certain approaches take model construction as an explicit target for instruction (Halloun 2007;Hestenes 1992;Passmore et al 2009;Windschitl et al 2008). Often, modeling is embedded in inquiry activities, which relies on cyclical development and testing of models.…”

Modelización y Pensamiento Analógico en el Aprendizaje del Cambio Químico

“…Pero modelizar es un proceso complejo y su desarrollo exige toda una gama de destrezas y valores epistémicos (vanDriel, & Verloop, 1999;Grosslight, Unger, Jay, & Smith, 1991;Halloun, 2007;Harrison, & Treagust, 2000;Justi, & Gilbert, 2002;Prins, Bulte, Van Driel, & Pilot, 2009). De ahí que la competencia de modelización (Lopes, & Costa, 2007;Nicolau, & Constantinou, 2014) deba entenderse como conjunto de conocimientos, habilidades, destrezas y valores necesarios para llevar a cabo la tarea de modelizar en su dimensión más amplia (Justi, & Gilbert, 2002), no solo se trataría de aprender los modelos de la ciencia escolar, sino también trabajar con ellos, elaborarlos y revisarlos, así como hablar y opinar acerca de los mismos, entendiendo su valor, su utilidad, su carácter aproximativo y cambiante y, también, sus limitaciones.…”

“…En consecuencia, un aspecto importante de la enseñanza de las ciencias debería ser promover en los alumnos las capacidades y valores necesarios para la tarea de modelizar (Harrison, & Treagust, 2000;Justi, & Gilbert, 2002;Izquierdo, & Adúriz-Bravo, 2005;Chamizo, 2010;Camacho et al 2012), dado que las mismas pueden ser desarrolladas mediante el proceso de enseñanza (Bamberger, & Davis, 2013;Halloun, 2007;Prins et al, 2009;Madden, Jones, & Rahm, 2011;Schwarz, 2002;Schwarz, & White, 2005). En este sentido, la competencia de modelización en el alumnado podría emerger como consecuencia de la participación activa de los estudiantes en prácticas de modelización y del consiguiente análisis reflexivo promovido tanto desde un punto de vista metacognitivo como desde una perspectiva de metamodelización acerca la naturaleza y utilidad de los modelos (Nicolaou, & Constantinou, 2014;Treagust, Chittleborough, & Mamiala, 2004).…”