The Strategies of Modeling in Biology Education

Autor/inn/en	Svoboda, Julia; Passmore, Cynthia
Titel	The Strategies of Modeling in Biology Education
Quelle	In: Science & Education, 22 (2013) 1, S.119-142 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-011-9425-5
Schlagwörter	Biology; Models; Science Education; Educational Strategies; Learning Strategies; Epistemology; Role Perception; Educational Philosophy; Scientific Concepts; Scientific Principles; Scientific Research; Scientific Literacy; Educational Practices; Modeling (Psychology); Definitions + Suchen Sie Ihr Suchwort? Biologie; Analogiemodell; Naturwissenschaftliche Bildung; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Erkenntnistheorie; Role conception; Rollenverständnis; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Modeling; Modelling; Modellierung; Begriffsbestimmung
Abstract	Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best understood in the context of its epistemic aims and cognitive payoffs. In the science education literature, modeling has been discussed in a variety of ways, but often without explicit reference to the diversity of roles models play in scientific practice. We aim to expand and bring clarity to the myriad uses of models in science by presenting a framework from philosopher of biology Jay Odenbaugh that describes five pragmatic strategies of model use in the biological sciences. We then present illustrative examples of each of these roles from an empirical study of an undergraduate biological modeling curriculum, which highlight how students used models to help them frame their research question, explore ideas, and refine their conceptual understanding in an educational setting. Our aim is to begin to explicate the definition of modeling in science in a way that will allow educators and curriculum developers to make informed choices about how and for what purpose modeling enters science classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10