LEADER 04242nam 22006374a 450 001 9910777499803321 005 20200520144314.0 010 $a1-281-13800-2 010 $a9786611138004 010 $a1-4020-6494-2 024 7 $a10.1007/978-1-4020-6494-4 035 $a(CKB)1000000000412365 035 $a(EBL)372300 035 $a(OCoLC)234535178 035 $a(SSID)ssj0000203896 035 $a(PQKBManifestationID)11181377 035 $a(PQKBTitleCode)TC0000203896 035 $a(PQKBWorkID)10175653 035 $a(PQKB)11599902 035 $a(DE-He213)978-1-4020-6494-4 035 $a(MiAaPQ)EBC372300 035 $a(Au-PeEL)EBL372300 035 $a(CaPaEBR)ebr10217615 035 $a(CaONFJC)MIL113800 035 $a(PPN)123737710 035 $a(EXLCZ)991000000000412365 100 $a20070928d2008 uy 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 00$aModel based learning and instruction in science$b[electronic resource] /$fJohn J. Clement, editor, Mary Anne Rea-Ramirez, editor 205 $a1st ed. 2008. 210 $a[New York] $cSpringer$dc2008 215 $a1 online resource (288 p.) 225 1 $aModels and modeling in science education ;$v2 300 $aDescription based upon print version of record. 311 $a1-4020-6493-4 320 $aIncludes bibliographical references and indexes. 327 $aBasic 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. 330 $aThis book describes new, model based teaching methods for science instruction. It presents research that describes these new methods in a very diverse group of settings: middle school biology, high school physics, and college chemistry classrooms. Mental models in these areas such as understanding the structure of the lungs or cells, molecular structures and reaction mechanisms in chemistry, or causes of current flow in electricity are notoriously difficult for many students to learn. Yet these lie at the core of conceptual understanding in these areas. The studies focus on a variety of teaching strategies such as discrepant questioning, analogies, animations, model competition, and hands on activities. Five different levels of organization for teaching strategies are described, from those operating over months (design of the sequence of units in a curriculum) to those operating over minutes ( teaching tactics for guiding discussion minute by minute). 410 0$aModels and modeling in science education ;$v2. 606 $aScience$xStudy and teaching$xSimulation methods 615 0$aScience$xStudy and teaching$xSimulation methods. 676 $a507 676 $a507.1 701 $aClement$b John$f1942-$01524591 701 $aRea-Ramirez$b Mary Anne$01524592 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910777499803321 996 $aModel based learning and instruction in science$93765551 997 $aUNINA