Titlebook: Developing Models in Science Education; John K. Gilbert,Carolyn J. Boulter Book 2000 Kluwer Academic Publishers 2000 Creativity.Thought.co

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Ludovic Landemarre,Eric Duvergering structural, behavioural and mechanism aspects of the phenomenon, representing them in verbal, graphic and gestural forms. To become authentic in the knowledge and use of models and modelling pupils probably need to experience a range of scenarios, including the collaborative.

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Science and Education: Notions of Reality, Theory and Modelr which a typology was proposed, can form a bridge between the two. However, modelling and models must be seen within a broader context, that of the relationship between notions of ‘reality’, ‘theory’ and ‘model’, for two reasons. First, science education, which aspires to be authentic, must be base

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Constructing a Typology of Models for Science Educationd principled curriculum development, we have developed a typology for categorising diverse kinds of representations and models. This chapter articulates an operational typology of models based on the attributes and modes of representations employed. It emerged from analysis of a range of models of t

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Mathematical Models in Sciencey mathematical models seem to be essential and not merely useful to science. Although there may be a straightforward distinction between mathematics and science, the truths of mathematics are based on deriving consequences from axioms while those of science rest on empirical evidence, so intertwined

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Grasping Mental ModelsAs a result, several definitions have been proposed that emphasise distinct aspects. It has also been suggested that researchers have access to people’s mental models by means of the examination of individuals’ expressed models. We argue that, in order to grasp mental models, a fruitful strategy inv

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Investigating the Role of Representations and Expressed Models in Building Mental Modelsof mental models. Model-based teaching and learning within science education seeks ways of analysing dynamic systems. It sees representations and expressed models forming essential and accessible links between the many levels and contexts of learning. This chapter presents a method for analysing rep