Modeling Theory in Science Education

Ibrahim A. Halloun

ISBN 10: 1402021399 / ISBN 13: 9781402021398

Editore: Springer Netherlands, Springer Netherlands Jul 2004, 2004

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Neuware -The book focuses as much on course content as on instruction and learning methodology, and presents practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels.The author shows how a scientific theory that is the object of a given science course can be organized around a limited set of basic models. Special tools are introduced, including modeling schemata, for students to meaningfully construct models and required conceptions, and for teachers to efficiently plan instruction and assess and regulate student learning and teaching practice. A scientific model is conceived to represent a particular pattern in the structure or behavior of physical realities and to explore and reify the pattern in specific ways. The author further shows how to engage students in modeling activities through structured learning cycles.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 268 pp. Englisch.

Codice articolo 9781402021398

Dati bibliografici

• Titolo: Modeling Theory in Science Education
• Editore: Springer Netherlands, Springer Netherlands Jul 2004
• Data di pubblicazione: 2004
• Lingua: Inglese
• ISBN 10: 1402021399
• ISBN 13: 9781402021398
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 241 L x 160 A x 20 P (millimetri) 241 millimetri di larghezza per 160 millimetri di altezza per 20 millimetri di profondità
• Peso: 571 grammi

Descrizione articolo

Riassunto

This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science. The book focuses as much on course content as on instruction and learning methodology, presenting practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels.

Contenuti

Preface. 1: Fundamental Tenets of Modeling Theory. 1.1. Physical Realities and Human Cognition. 1.2. Experiential Knowledge. 1.3. Traded Knowledge. 1.4. Paradigms. 1.5. Scientific Paradigms. 1.6. Patterns. 1.7. Model-centered Epistemology. 1.8. Modeling Methodology. 2: Modeling Schemata. 2.1. Systems. 2.2. Modeling Schemata. 2.3. Model Domain. 2.4. Model Composition. 2.5. Model Structure. 2.6. Model Organization. 2.7. Model Viability. 2.8. Concept Schema. 3: Paradigmatic Evolution. 3.1. Paradigmatic Profile. 3.2. Naïve Realism. 3.3. Paradigmatic Profile Evolution. 3.4. Paradigmatic Threshold. 3.5. From Mixed Beliefs about Science to Reliable Knowledge about Physical Realities. 3.6. Insightful Regulation. 3.7. Affective Controls. 3.8. Structured Evolution. 4: Modeling Program. 4.1. Didactic Transposition. 4.2. Model-Based Content. 4.3. Model Deployment Activities. 4.4. Modeling Tools. 4.5. Reflective Inquiry. 4.6. Assessment and Evaluation. 5: Learning Cycles. 5.1. Modeling Cycles. 5.2. Exploration. 5.3. Model Adduction. 5.4. Model Formulation. 5.5. Model Deployment. 5.6. Model Evaluation and Paradigmatic Synthesis. 5.7. Teacher-mediated Learning. References. Index.