Supporting Prospective Teachers' Conceptions of Modelling in Science

Autor/inn/en	Crawford, Barbara; Cullin, Michael
Titel	Supporting Prospective Teachers' Conceptions of Modelling in Science
Quelle	In: International Journal of Science Education, 26 (2004) 11, S.1379-1401 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Teaching Methods; Science Instruction; Models; Science Teachers; Preservice Teacher Education; Secondary School Teachers; Computer Software; Methods Courses; Knowledge Base for Teaching; Teacher Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten
Abstract	This study investigated prospective secondary science teachers' understandings of and intentions to teach about scientific modelling in the context of a model-based instructional module. Qualitative methods were used to explore the influence of instruction using dynamic computer modelling. Participants included 14 secondary science prospective teachers in the USA. Research questions included: (1) What do prospective teachers understand about models and modelling in science? (2) How do their understandings change, following building and testing dynamic computer models? and (3) What are prospective teachers' intentions to teach about scientific models? Scaffolds in the software, Model-IT , enabled participants to easily build dynamic models. Findings related to the process, content, and epistemological aspects of modelling, including: (a) prospective teachers became more articulate with the language of modelling; and (b) the module enabled prospective teachers to think critically about aspects of modelling. Still, teachers did not appear to achieve full understanding of scientific modelling. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10