Model based learning as a key research area for science education

  title={Model based learning as a key research area for science education},
  author={John J. Clement},
  journal={International Journal of Science Education},
  pages={1041 - 1053}
  • J. Clement
  • Published 2000
  • Psychology
  • International Journal of Science Education
A framework is presented for thinking about cognitive factors involved in model construction in the classroom that can help us organize the research problems in this area and the articles in this issue. The framework connects concepts such as: expert consensus model, target model, intermediate models, preconceptions, learning processes, and natural reasoning skills. By connecting and elaborating on these major areas, the articles in this issue have succeeded in moving us another step toward… Expand
Supporting Scientific Model Thinking through Curriculum-based Making
Our work investigates how electronics Making may support the development of scientific model thinking in elementary school students in formal learning contexts. This paper presents initial themesExpand
A Learning Performance Perspective on Representational Competence in Elementary Science Education
To begin to align curriculum and instruction with children’s cognitive abilities, the field requires a theoretical lens to examine how students engage in scientific reasoning for knowledge-building.Expand
Model competition: a strategy based on model based teaching and learning theory
A theoretical framework for describing different teaching strategies that can foster student model construction in large group discussions is developed and can provide a set of lenses that complements other cognitive and sociological frameworks for analyzing classroom discussions. Expand
An Instructional Model Derived from Model Construction and Criticism Theory
In this chapter we present an overview of theories that led up to the current theory of model based teaching and learning, along with an introduction to model-based co-construction. We particularlyExpand
Modeling as a teaching learning process for understanding materials: A case study in primary education
Modeling is being used in teaching learning science in a number of ways. It will be considered here as a process whereby children of primary school age exercise their capacity of organizingExpand
Large Scale Scientific Modeling Practices That Can Organize Science Instruction at the Unit and Lesson Levels
Science educators today still struggle with finding better ways to help students develop strong conceptual understandings as opposed to memorizing isolated facts. Recently there has been increasedExpand
The Curious Construct of Active Learning
The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things toExpand
The assessment of learning outcomes of computer modeling in secondary science education
The findings indicate a benefit for the learners in the expository and simulation-based instruction on the simplest process of reproducing conceptual knowledge, as well as the specific learning outcomes that can be expected from computer modeling are investigated. Expand
Multiple Representations in Modeling Strategies for the Development of Systems Thinking in Biology Education
This chapter lays a theoretical foundation under the emergent modeling approach which prescribes the sequence in which multiple representations should be placed in a bottom-up educational strategy and formulation of some general recommendations about the use of multiple representations in the development of systems thinking. Expand
From Mental Models to Curricular Models through Model-Based Learning: A study with Graduation Students about Natural Hazards
Since the cognitive revolution of the 1960s, Science Education has given special attention to students' cognitive development, which assumes the construction of their knowledge. Because of this, itExpand


Learning via model construction and criticism: protocol evidence on sources of creativity in science
Some central issues in discussions of creative processes in science are: (1) the mechanism(s) by which hypothesis formation takes place; (2) the sources of new knowledge during hypothesis formation;Expand
Expert novice similarities and instruction using analogies
Evidence is presented indicating that spontaneously generated analogies can play a significant role in expert problem solving. Since not all analogies are valid, it is important for the subject toExpand
Learning via Model Construction and Criticism
There is growing recognition that mental models play a fundamental role in the comprehension of science concepts. The process of learning via model construction appears to be central to theoryExpand
Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition
This article uses a critical evaluation of research on student misconceptions in science and mathematics to articulate a constructivist view of learning in which student conceptions play productiveExpand
Using Bridging Analogies and Anchoring Institutions to Seal with Students' Preconceptions in Physics
Lessons were designed to deal with students' alternative conceptions in three areas of mechanics: static normal forces, frictional forces, and Newton's third law for moving objects. InstructionalExpand
Modeling as Inquiry Activity in School Science: What’s the Point?
“What’s the point?” Asked a middle-school student who was given the task of exploring modeling software with her partner in a clinical interview. Having no prior exposure to the computer model, andExpand
Accommodation of a scientific conception: Toward a theory of conceptual change
It has become a commonplace belief that learning is the result of the interaction between what the student is taught and his current ideas or concepts.’ This is by no means a new view of learning.Expand
Constructive Model Evolution in the Study of Electric Circuits
Various methods have been tried for fostering conceptual change in science including analogies, discrepant events, model sequences, and student generated explanations and discussions. Yet the resultsExpand
Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions
This study begins the task of mapping out the domain of valid, potentially helpful beliefs of students and raises the possibility of drawing on these intuitions in teaching conceptual material. SomeExpand
Use of a computer simulation to develop mental simulations for understanding relative motion concepts
Think aloud interview protocols from three high school post-physics students who interacted with a relative motion computer simulation presented in a predict-observe-explain format are analysed.Expand