Modelling-based Teaching in Science Education by John K. Gilbert, Rosária Justi

By John K. Gilbert, Rosária Justi

This e-book argues that modelling will be an element of all university curricula that aspire to supply ‘authentic technological know-how schooling for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The stipulations for the profitable implementation of the ‘model of modelling’ in study rooms are explored and illustrated from functional adventure. the jobs of argumentation, visualisation, and analogical reasoning, in profitable modelling-based educating are reviewed. The contribution of such educating to either the training of key medical techniques and an figuring out of the character of technological know-how are verified. methods to the layout of curricula that facilitate the revolutionary grab of the data and talents entailed in modelling are defined. Recognising that the strategy will either characterize a considerable swap from the ‘content-transmission’ method of technological know-how instructing and be in response to present best-practice in technological know-how schooling, the layout of compatible techniques to instructor schooling are mentioned. ultimately, the demanding situations that modelling-based schooling pose to technological know-how schooling researchers, complex scholars of technology schooling and curriculum layout, instructor educators, public examiners, and textbook designers, are all outlined.

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In this book, we consider the notion of ‘model’ as characterised in the ‘artefactual’ view. We do so because there is a complete coherence between its main arguments and the ideas we have been developing in the last decade from our investigations on modelling-based teaching conducted in regular science classes. In previous publications (for instance Gilbert, 1993; Gilbert & Boulter, 2000; Justi, 2006; Justi & Gilbert, 1999, 2003) we had generally assumed a semantic view (mainly by characterising models as partial representations).

The meanings attached to the word ‘model’ in the philosophical literature and the psychological literature leads to two canonical interpretations: the ‘models as representations’ view and the ‘models as epistemic artefacts’ view. The latter is argued as being the more educationally valuable of the two. The central role of analogy, thought experimentation, and argumentation, in the creation and validation of models – the act of modelling – is explored against a background of the philosophical and psychological literature on the theme.

So, his ideas on modelling were related to how a model functions since this may be the basis of explanations about the target of the model. When Johnson-Laird proposed his psychological theory on mental models (1980, 1983), he explicitly demonstrated that, in his view, the logical components of modelling were only procedures for testing mental models, that is, for trying to Modelling 27 “establish the falsity of a putative conclusion by destroying the model from which it derives” (Johnson-Laird, 1980, p.

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