04816nam 22008415 450 991095419140332120240322064243.09786611138004978128113800212811380029781402064944140206494210.1007/978-1-4020-6494-4(CKB)1000000000412365(EBL)372300(OCoLC)234535178(SSID)ssj0000203896(PQKBManifestationID)11181377(PQKBTitleCode)TC0000203896(PQKBWorkID)10175653(PQKB)11599902(DE-He213)978-1-4020-6494-4(MiAaPQ)EBC372300(Au-PeEL)EBL372300(CaPaEBR)ebr10217615(CaONFJC)MIL113800(PPN)123737710(EXLCZ)99100000000041236520100301d2008 u| 0engurnn|008mamaatxtccrModel Based Learning and Instruction in Science /edited by John Clement, Mary Anne Rea-Ramirez1st ed. 2008.Dordrecht :Springer Netherlands :Imprint: Springer,2008.1 online resource (288 p.)Models and Modeling in Science Education,2213-2260 ;2Description based upon print version of record.9781402064937 1402064934 Includes bibliographical references and indexes.Basic Concepts and Background for Model Based Learning -- Student/Teacher Co-construction of Visualizable Models in Large Group Discussion -- An Instructional Model Derived from Model Construction and Criticism Theory -- to Model Based Teaching Strategies -- Determining Target Models and Effective Learning Pathways for Developing Understanding of Biological Topics -- Co-construction and Model Evolution in Chemistry -- Target Model Sequence and Critical Learning Pathway for an Electricity Curriculum Based on Model Evolution -- Case Study of Model Evolution in Electricity: Learning from Both Observations and Analogies -- Qualitative Research on Specific Strategies -- A Competition Strategy and Other Modes for Developing Mental Models in Large Group Discussion -- What If Scenarios For Testing Student Models in Chemistry -- Applying Modeling Theory to Curriculum Development: From Electric Circuits to Electromagnetic Fields -- Developing Complex Mental Models in Biology Through Model Evolution -- Role of Discrepant Questioning Leading to Model Element Modification -- Using Analogies in Science Teaching and Curriculum Design: Some Guidelines -- Model Based Reasoning Among Inner City Middle School Students -- Six Levels of Organization for Curriculum Design and Teaching.This book describes new, model based teaching methods for science instruction. It presents research that describes these new methods in a very diverse group of settings: middle school biology, high school physics, and college chemistry classrooms. Mental models in these areas such as understanding the structure of the lungs or cells, molecular structures and reaction mechanisms in chemistry, or causes of current flow in electricity are notoriously difficult for many students to learn. Yet these lie at the core of conceptual understanding in these areas. The studies focus on a variety of teaching strategies such as discrepant questioning, analogies, animations, model competition, and hands on activities. Five different levels of organization for teaching strategies are described, from those operating over months (design of the sequence of units in a curriculum) to those operating over minutes ( teaching tactics for guiding discussion minute by minute).Models and Modeling in Science Education,2213-2260 ;2Learning, Psychology ofScienceStudy and teachingEducationTeachersTraining ofInstructional PsychologyScience EducationEducationTeaching and Teacher EducationLearning, Psychology of.ScienceStudy and teaching.Education.TeachersTraining of.Instructional Psychology.Science Education.Education.Teaching and Teacher Education.507507.1Clement John1942-1791587Rea-Ramirez Mary Anne1791588MiAaPQMiAaPQMiAaPQBOOK9910954191403321Model Based Learning and Instruction in Science4329238UNINA