Using models in teaching and learning science

Chittleborough, Gail 2012, Using models in teaching and learning science, in Successful science education practices : exploring what, why and how they worked, Nova Science Publishers, Hauppauge, N. Y., pp.183-202.

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Title Using models in teaching and learning science
Author(s) Chittleborough, Gail
Title of book Successful science education practices : exploring what, why and how they worked
Editor(s) Redman, Christine
Publication date 2012
Series Education in a competitive and globalizing world
Chapter number 10
Total chapters 15
Start page 183
End page 202
Total pages 20
Publisher Nova Science Publishers
Place of Publication Hauppauge, N. Y.
Keyword(s) science
modelling
visualisation
nature of science
inquiry
mental models
Summary Models can be excellent tools to help explain abstract scientific concepts and for students to better understand these abstract concepts. A model could be a copy or replica, but it can also be a representation that is not like the real thing but can provide insight about a scientific concept. Models come in a variety of forms, such as three dimensional and concrete, two dimensional and pictorial, and digital forms. The features of models often depend on their purpose: for example, they can be visual, to show what something might look like, dynamic to show how something might work, and or interactive to show how something might respond to changes. One model is often not an accurate representation of a concept, so multiple models may be used.
Students’ modelling ability has been shown to improve through instruction and with practice of mapping the model to the real thing, highlighting the similarities and differences. The characteristics of a model that can be used in this assessment include accuracy and purpose. Models are commonly used by science teachers to describe, and explain scientific concepts, however, pedagogical approaches that include students using models to make predictions and test ideas about scientific concepts encourages students to use models for higher order thinking processes. This approach relates the use of models to the way scientists work, reflecting the nature of science and the development of scientific ideas. This chapter will focus on the way models are used in teaching: identifying pedagogical processes to raise students’ awareness of characteristics of models. In this way, the strengths and limitations of any model are assessed in relation to the real thing so that the accuracy and merit of the model and its explanatory power can be determined.
ISBN 9781622573875
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category BN Other book chapter, or book chapter not attributed to Deakin
ERA Research output type X Not reportable
Persistent URL http://hdl.handle.net/10536/DRO/DU:30050568

Document type: Book Chapter
Collection: School of Education
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Created: Wed, 13 Feb 2013, 15:27:38 EST by Gail Chittleborough

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