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Towards a competence-based view on m...

Driel, Jan van.

Towards a competence-based view on models and modeling in science education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Towards a competence-based view on models and modeling in science educationedited by Annette Upmeier zu Belzen, Dirk Kruger, Jan van Driel.
其他作者:	Upmeier zu Belzen, Annette.
出版者:	Cham :Springer International Publishing :2019.
面頁冊數:	xi, 321 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	ScienceStudy and teaching.
電子資源:	https://doi.org/10.1007/978-3-030-30255-9
ISBN:	9783030302559$q(electronic bk.)

Towards a competence-based view on models and modeling in science education
Towards a competence-based view on models and modeling in science education[electronic resource] /edited by Annette Upmeier zu Belzen, Dirk Kruger, Jan van Driel. - Cham :Springer International Publishing :2019. - xi, 321 p. :ill., digital ;24 cm. - Models and modeling in science education,v.121871-2983 ;. - Models and modeling in science education ;v.8..

Part 1: Theoretical approaches to Models and Modeling -- Chapter 1: Introducing a Framework for Modeling Competence -- Chapter 2: Semantic Views on Models: An Appraisal for Science Education -- Chapter 3: A Framework for Modeling-based Learning, Teaching, and Assessment -- Chapter 4: Modeling Competence in the Light of Nature of Science -- Part 2: Assessing and Diagnosing Modeling Competence -- Chapter 5: Illuminating Scientists' Modeling Competence -- Chapter 6: Combining Visual and Verbal Data to Diagnose and Assess Modeling Competence -- Chapter 7: Assessing Modeling Competence with Questionnaires -- Chapter 8: Drawing-based Modeling in Teaching Elementary Biology as a Diagnostic Tool -- Chapter 9: The Blackbox Approach: Analyzing Modeling Strategies -- Part 3: Educating Teachers for Competence-based Teaching of Models and Modeling -- Chapter 10: Teachers' Views about Models and Modeling Competence towards Developing Scientic Literacy in Young People -- Chapter 11: Using Epistemic Considerations in Teaching: Fostering Students' Meaningful Engagement in Scientific Modeling -- Chapter 12: A Responsive Methodological Construct for Supporting Learners' Developing Modeling Competence in Modeling-based Learning Environments -- Part 4: Developing Students' Modeling Competence -- Chapter 13: Learning to Play the Modeling Game -- Chapter 14: Towards an Epistemology of Modeling-based Learning in Early Science Education -- Chapter 15: Supporting Primary Students' Developing Modeling Competence for Water Systems -- Chapter 16: Designing Technology Environments to Support System Modeling Competence -- Chapter 17: Learning Abstraction as a Modeling Competence -- Part 5: Attainments and Challenges -- Chapter 18: Attainments and Challenges for Research on Models and Modeling Competence.

The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.

ISBN: 9783030302559$q(electronic bk.)

Standard No.: 10.1007/978-3-030-30255-9doiSubjects--Topical Terms:

225881
Science
--Study and teaching.

LC Class. No.: Q182.6 / .T68 2019

Dewey Class. No.: 507.1

Towards a competence-based view on models and modeling in science education
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520 $a The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.
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