Models, Matter and Truth in Doing and Learning Science

Autor/in	Hardman, Mark
Titel	Models, Matter and Truth in Doing and Learning Science
Quelle	In: School Science Review, 98 (2017) 365, S.91-98 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Models; Science Education; Learning Strategies; Learning Processes; Inquiry; Scientific Concepts; Scientific Literacy; Scientific Methodology; Scientific Principles; Ethics; Demonstrations (Educational); Teaching Methods; Science Instruction; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Analogiemodell; Naturwissenschaftliche Bildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Ethik; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Lehrstrategie
Abstract	Doing science involves the development and evaluation of models. These models are not objective truths but can be understood as explanations, which scientists use to explore and reason about an aspect of the world. Learning science involves students expressing and engaging with models in the classroom. However, this learning should not be seen as the growth of subjective understanding towards a correct scientific view. Students, like scientists, use myriad models to consider and explain the world. In this article, I will argue that recognising the role of models in both doing and learning science compels teachers to focus on the models that emerge in their classrooms. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01