Model Based Learning and Instruction in Science. Questo articolo non è disponibile.Model Based Learning and Instruction in Science

Anyone involved in science education will find that this text can enhance their pedagogical practice.

It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction.

What’s more, it presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms.

Within these settings and subject areas, key concepts such as the structure of the lungs or cells, molecular structures and reaction mechanisms, or causes of current flow in electricity, have been notoriously difficult for many students to learn.

The studies presented in this book focus on a variety of successful teaching strategies, such as discrepant questioning, analogies, animations, model competition, and hands-on activities.

Five different levels of teaching strategies are described, from those implemented over months (e.g., designing the sequence of units in a curriculum) to those implemented over minutes (e.g., tactics for guiding discussions).

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).