Upmeier zu Belzen / Krüger / van Driel Towards a Competence-Based View on Models and Modeling in Science Education

1. Auflage 2019
ISBN: 978-3-030-30255-9
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 12, 321 Seiten, eBook

Reihe: Models and Modeling in Science Education

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.

Zielgruppe

Research

Autoren/Hrsg.

Upmeier zu Belzen, Annette

Krüger, Dirk

van Driel, Jan

Inhaltsverzeichnis

Part 1: Theoretical approaches to Models and Modeling

Chapter 1: Introducing a Framework for Modeling Competence  

Annette Upmeier zu Belzen, Jan van Driel & Dirk Krüger

Chapter 2: Semantic Views on Models: An Appraisal for Science Education

Agustín Adúriz-Bravo

Chapter 3: A Framework for Modeling-based Learning, Teaching, and Assessment

Constantinos P. Constantinou, Christiana Th. Nicolaou, & Marios Papaevripidou

Chapter 4: Modeling Competence in the Light of Nature of Science

Renee Schwartz

Part 2: Assessing and Diagnosing Modeling Competence

Chapter 5: Illuminating Scientists’ Modeling Competence

Bev France

Chapter 6: Combining Visual and Verbal Data to Diagnose and Assess Modeling Competence

Inga Ubben, Sara L. Salisbury, & Kristy Daniel

Chapter 7: Assessing Modeling Competence with Questionnaires

Sabrina Mathesius & Moritz Krell

Chapter 8: Drawing-based Modeling in Teaching Elementary Biology as a Diagnostic Tool

Juliette Schouten, Wouter van Joolingen, & Frank Leenaars

Chapter 9: The Blackbox Approach: Analyzing Modeling Strategies

Moritz Krell & Susann Hergert

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

Barbara Crawford & Kayla P. Flanagan

Chapter 11: Using Epistemic Considerations in Teaching: Fostering Students’ Meaningful Engagement in Scientific Modeling

Li Ke & Christina Schwarz

Chapter 12: A Responsive Methodological Construct for Supporting Learners’ Developing Modeling Competence in Modeling-based Learning Environments

Todd Campbell, Thomas J. McKenna, Jihyun An, & Laura Rodriguez

Part 4: Developing Students´ Modeling Competence

Chapter 13: Learning to Play the Modeling Game

Richard Lehrer & Leona Schauble

Chapter 14: Towards an Epistemology of Modeling-based Learning in Early Science Education Loucas Louca & Zacharias Zacharia

Chapter 15: Supporting Primary Students’ Developing Modeling Competence for Water Systems

Cory Forbes & Kim Schubert-Lange

Chapter 16: Designing Technology Environments to Support System Modeling Competence

Tom Bielik, Lynn Stephens, Dan Damelin, & Joseph Krajcik

Chapter 17: Learning Abstraction as a Modeling Competence

Daniel K. Capps & Jonathan Shemwell

Part 5: Attainments and Challenges

Chapter 18: Attainments and Challenges for Research on Models and Modeling Competence

Jan van Driel, Dirk Krüger, & Annette Upmeier zu Belzen

Über Autor(innen)

Annette Upmeier zu Belzen is a professor of biology education at Humboldt-Universität zu Berlin, Germany. After studies in biology, psychology and pedagogy she obtained a state exam in 1993 and a PhD on biology-oriented interests at Westfälische Wilhelms-Universität Münster in 1997. From 1997 to 2005 she worked as a junior researcher in Münster, in 2005 she was appointed full professor of science education in Berlin. Her research focuses on scientific reasoning and scientific inquiry, in particular in the process of modeling. She works on competence models and competence assessment as well as on competence-oriented teaching in secondary and higher education. She is engaged in the promotion of young scientists within in doctoral programs and is an editor of journals in the field of science education.

Dirk Krüger is a professor of biology education at Freie Universität Berlin, Germany. After studies in biology and mathematics he obtained 1986 a state exam, ended his traineeship in 1992, and was a teacher until 1997. In 1996 he obtained a PhD in biology at the Institute of Applied Genetics of Leibniz University Hannover. From 1997 to 2003 he worked as a research assistant in Hannover, in 2003 he was appointed a junior professor, in 2006 a full professor of biology education at Freie Universität Berlin. His research focuses on scientific reasoning and scientific inquiry, in particular in the process of modelling. He works on competence models and competence assessment as well as on competence-oriented teaching in secondary and higher education. He is an co-editor of fundamental theoretical and methodological books in science education at Springer and of a journal in the field of science education.

Jan van Driel is a professor of science education at Melbourne Graduate School of Education, University of Melbourne. After obtaining a Master’s degree in chemistry (1984), he worked as a teacher of chemistry in a secondary school. He did a PhD at Utrecht University, The Netherlands, which focused on the teaching and learning of chemical equilibrium. From 1995–2016, he worked at ICLON – Leiden University Graduate School of Teaching; in 2006 he was appointed full professor of science education. From 2010–2016, he was the director of ICLON, until moving to the University of Melbourne in September 2016. His research focuses on science teachers’ knowledge and beliefs and their development in the context of pre-service education and educational reform.