Developing Models in Science Education
Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal sc
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Developing Models in Science Education Edited by
John K. Gilbert and
Carolyn J. Boulter School of Education, The University of Reading, Reading, U.K.
SPRINGER SCIENCE+BUSINESS MEDIA, B.V.
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-0-7923-6772-7 ISBN 978-94-010-0876-1 (eBook) DOI 10.1007/978-94-010-0876-1
Printed an acid-free paper
AII Rights Reserved © 2000 Springer Science+Business Media New York
Originally published by Kluwer Academic Publishers in 2000 Softcover reprint of the hardcover lst edition 2000 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner.
CONTENTS Preface
vii
Acknowledgements
xi
Section One: On the Nature and Significance of Models
1
1.
Positioning Models in Science Education and in Design and Technology Education John K. Gilbert, Carolyn J. Boulter, Roger Elmer
3
2.
Science and Education: Notions of Reality, Theory and Model John K. Gilbert, Mauricio Pietrocola, Arden Zylbersztajn,
19
Creso Franco
3. 4.
Constructing a Typology of Models for Science Education Carolyn J. Boulter, Barbara C. Buckley
41
Mathematical Models in Science
59
David Malvern
Section Two: The Development of Mental Models
91
5.
93
Grasping Mental Models Creso Franco, Dominique Colinvaux
6.
Investigating the Role of Representations and Expressed Models in Building Mental Models Barbara C. Buckley, Carolyn J. Boulter
119
7.
Modelling and Creativity in Design and Technology Education
137
Roger Elmer, Trevor Davies
8.
Thought Experiments and Embodied Cognition
157
Miriam Reiner
9.
Computers and the Development of Mental Models Patrick Carmichael v
177
vi Section Three: Teaching and Learning Consensus Models
191
10.
193
Explanations with Models in Science Education John K. Gilbert, Carolyn J. Boulter, Margaret Rutherford
11.
Teaching with Historical Models
209
Rosaria S. Justi
12.
Models in Explanations of Chemistry: The Case of Acidity
227
John Oversby
13.
Models in the Explanations of Physics: The Case of Light
253
Margaret Rutherford
14.
The Role of Models in Biotechnology Education: An Analysis of Teaching Models
271
BevFrance
15.
Language, Models and Modelling in the Primary Science Classroom
289
Carolyn J. Boulter
16.
Teaching and Learning about Chemistry and Modelling with a Computer Managed Modelling System
307
Nitza Barnea
17.
The Structure and Development of Science Teachers' Pedagogical Models: Implications for Teacher Education
325
Erika Zimmermann
18
Challenges and Opportunities
343
Carolyn J. Boulter, John K. Gilbert
References
363
Index
381
Preface This book arises from the collaborative work of a group of international researchers who are members of the Centre for Models in Science and Technology: Research in Education (CMISTRE). Based at The Univer
