Modelling, teachers' views on the nature of modelling, and implications for the education of modellers.

Autor/inn/en	Justi, Rosária S.; Gilbert, John K.
Titel	Modelling, teachers' views on the nature of modelling, and implications for the education of modellers.
Quelle	In: International journal of science education, 24 (2002) 4, S. 369-387Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Befragung; Interview; Meinung; Lehrer; Lehr-Lern-Forschung; Modellbildung
Abstract	In this paper, the role of modelling in the teaching and learning of science is reviewed. In order to represent what is entailed in modelling, a 'model of modelling' framework is proposed. Five phases in moving towards a full capability in modelling are established by a review of the literature: learning models; learning to use models; learning how to revise models; learning to reconstruct models; learning to construct models de novo. In order to identify the knowledge and skills that science teachers think are needed to produce a model successfully, a semi- structured interview study was conducted with 39 Brazilian serving science teachers: 10 teaching at the 'fundamental' level (6-14 years); 10 teaching at the 'medium'-level (15-17 years); 10 undergraduate pre-service 'medium'-level teachers; 9 university teachers of chemistry. Their responses are used to establish what is entailed in implementing the 'model of modelling' framework. The implications for students, teachers, and for teacher education, of moving through the five phases of capability, are discussed.
Erfasst von	Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München
Update	2003_(CD)