Commentary: Considerations in Pedagogy and Assessment in the Use of Computers to Promote Learning about Scientific Models

Autor/in	Adams, Stephen T.
Titel	Commentary: Considerations in Pedagogy and Assessment in the Use of Computers to Promote Learning about Scientific Models
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 4 (2004) 1, S.35-41 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Stellungnahme; Science Instruction; Models; Computer Uses in Education; Scientific Principles; High School Students; Preservice Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Computernutzung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Although one role of computers in science education is to help students learn specific science concepts, computers are especially intriguing as a vehicle for fostering the development of epistemological knowledge about the nature of scientific knowledge--what it means to "know" in a scientific sense (diSessa, 1985). In this vein, the article by Cullin & Crawford (2003) investigated using computer modeling activities in the curriculum of a science methods course. Their goals, which transcended improving their students' understanding of specific models, were aimed at improving their students' appreciation of the nature of scientific modeling in general. This response to their article discusses their findings in relation to considerations pertaining to instruction and assessment in this area. Improving preservice teachers' understanding of the nature of modeling in science is important in part because it supports a related goal of improving students' understanding in this area. To further make the case for the value of an understanding of the nature of models in science, and as a complement to Cullin and Crawford's discussion of teachers' understanding of models, this response also discusses examples from a study of high school students' interpretation of a scientific news report involving computer models. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01