Technology-Enhanced, Modeling-Based Instruction (TMBI) in Science Education

Shen, Ji; Lei, Jing; Chang, Hsin Yi; Namdar, Bahadır

doi:10.1007/978-1-4614-3185-5_41

Cited by 29 publications

(10 citation statements)

References 70 publications

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“…Recently, there have been calls for studying science from a modeling perspective (Namdar & Shen, 2015;Shen, Lei, Chang, & Namdar, 2014;Gobert & Buckley, 2000). During modeling, students engage in practices such as constructing, evaluating, using, and revising models (Schwarz et al, 2009).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Namdar

Shen

2016

International Journal of Science Education

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Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based study in order to distill the relationship between these two processes. Specifically, we designed a learning unit on nuclear energy and implemented it with a group of preservice middle school teachers. The participants used a web-based knowledge organization platform that incorporated three representational modes: textual, concept map, and pictorial. The participants organized their knowledge on nuclear energy by searching, sorting, clustering information through the use of these representational modes and argued about the nuclear energy issue. We found that the use of multiple representations and argumentation interacted with each other in a complex way. Based on our findings, we argue that the complexity can be unfolded in two aspects: (a) the use of multiple representations mediates argumentation in different forms and for different purposes; (b) the type of argumentation that leads to refinement of the use of multiple representations is often nonmediated and drawn from personal experience. ARTICLE HISTORY

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Section: Theoretical Perspectivesmentioning

confidence: 99%

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Namdar

Shen

2016

International Journal of Science Education

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“…Gilbert ve Justi (2016) ise bir tetrahedronun modellenmesi sürecinde modelleme aşamalarını açık bir şekilde ifade ederek bu süreci örneklendirmiştir. Modeller ve modelleme süreçlerinin giderek önem kazanması sebebiyle "model tabanlı öğretim" ve "model temelli sorgulama" gibi kavramlarla literatürde sıklıkla karşılaşılmaktadır (Louca & Zacharia, 2012;Shen, Lei, Chang, & Namdar, 2014). Bu kavramlar özünde modelleme aktiviteleri ile öğrencilerin bilimsel okuryazar bireyler olarak yetişmeleri (Halloun, 2006), ilgili kavramlara ilişkin derinlemesine bir anlayışla alan bilgisi (Maia & Justi, 2009;Mendonça & Justi, 2011) ve bilimsel bilgiyi kazanmaları amaçlamaktadır (Justi & Gilbert, 2002 Modellerin fen eğitiminde bu kadar önem kazanmasının sebeplerinden biri de pek çok araştırmada modellerin farklı sınıf seviyeleri ve alanlarda (akademik başarı, problem çözme, tutum, yaratıcılık vb.)…”

Section: Discussionunclassified

Fen Bilgisi Öğretmen Adaylarının Yapılandırılmış, Yarı-Yapılandırılmış ve Yapılandırılmamış Üç Boyutlu Modelleme Süreçlerine İlişkin Görüşleri

Demirhan¹,

Şahin²

2018

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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This research aims to determine the opinions of prospective science teachers regarding structured, semi-structured and unstructured three-dimensional modeling processes according to several problems. Thus, modeling activities were conducted in three different process as structured (problem+materials+process), semistructured (problem+materials) and unstructured (problem). In this research planned within the framework of embedded multiple case study design, a total number of 67 prospective science teachers created six models concerning human circulation and respiratory system. "Focus Group Discussions," "Video Recordings," and "Model-Related Activity Documents" were used as data collection tools. The collected data were analyzed comparatively using the content analysis method. Five themes, which are a) challenges encountered, b) contributions, c) availability, d) alternative ideas and e) originality, were found to be common in all modeling groups. In general, it was determined that modeling activities had some positive impacts such as supporting learning theoretical information, enabling information to be remembered easily, ensuring the recognition of incomplete information and learning by doing and supporting learning in a fun environment. As a negative impact, on the other hand, it was concluded that it was a hard and tiring task to attach materials during modeling activities.

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“…In the third theme, educational researchers show extensive examples of pre-collegiate teachers using CS in curriculum and instruction, but it is usually in a focused and narrow manner of CS content delivery [9,15,25,[31][32][33][34][35][36][37][38][39]. Thus, based on these works, researchers know that pre-collegiate teachers are attempting and are sometimes successful at incorporating CS into their classrooms.…”

Section: Pre-collegiate Teacher Interactions With Csmentioning

confidence: 99%

Ants Go Marching—Integrating Computer Science into Teacher Professional Development with NetLogo

Borowczak

Burrows

2019

Education Sciences

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There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and self-efficacy to adequately and effectively integrate CS into existing curricula. In this study, 30 pre-collegiate teachers who represent a wide band of experience, grade-levels, and prior CS familiarity participated in a 16-day professional development (PD) course to enhance their content knowledge and self-efficacy in integrating CS into existing lessons and curricula. Using both qualitative and quantitative methodology, a social constructivist approach guided the researchers in the development of the PD, as well as the data collection and analysis on teacher content knowledge and perceptions through a mixed-methods study. Ultimately, participants were introduced to CS concepts and practices through NetLogo, which is a popular multi-agent simulator. The results show that although the pre-collegiate teachers adopted CS instruction, the CS implementation within their curricula was limited to the activities and scope of the PD with few adaptations and minimal systemic change in implementation behaviors.

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Technology-Enhanced, Modeling-Based Instruction (TMBI) in Science Education

Cited by 29 publications

References 70 publications

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Fen Bilgisi Öğretmen Adaylarının Yapılandırılmış, Yarı-Yapılandırılmış ve Yapılandırılmamış Üç Boyutlu Modelleme Süreçlerine İlişkin Görüşleri

Ants Go Marching—Integrating Computer Science into Teacher Professional Development with NetLogo

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