Modelling Learners and Learning in Science Education Developing Repr
This book sets out the necessary processes and challenges involved in modelling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modelling of mental proce
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Modelling Learners and Learning in Science Education Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
Modelling Learners and Learning in Science Education
Keith S. Taber
Modelling Learners and Learning in Science Education Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
Keith S. Taber Faculty of Education University of Cambridge Cambridge, UK
ISBN 978-94-007-7647-0 ISBN 978-94-007-7648-7 (eBook) DOI 10.1007/978-94-007-7648-7 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013956003 © Springer Science+Business Media Dordrecht 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Essentially, all models are wrong, but some are useful. (Box & Draper, 1987, p. 424)
Preamble
Modelling is widely recognised to be important in both the doing of science and – increasingly – in the teaching of science. Modelling is equally important in research in science education as it allows us to develop ways of thinking about the nature and structure of complex phenomena and, in particular, to devise simplifications suitable for formal testing. This is especially important in an area like learning. Learning is
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