Modelling-based Teaching in Science Education

  • John K. Gilbert
  • Rosária Justi

Part of the Models and Modeling in Science Education book series (MMSE, volume 9)

Table of contents

  1. Front Matter
    Pages i-xviii
  2. John K. Gilbert, Rosária Justi
    Pages 17-40
  3. John K. Gilbert, Rosária Justi
    Pages 41-56
  4. John K. Gilbert, Rosária Justi
    Pages 57-80
  5. John K. Gilbert, Rosária Justi
    Pages 81-95
  6. John K. Gilbert, Rosária Justi
    Pages 97-120
  7. John K. Gilbert, Rosária Justi
    Pages 121-148
  8. John K. Gilbert, Rosária Justi
    Pages 149-169
  9. John K. Gilbert, Rosária Justi
    Pages 171-192
  10. John K. Gilbert, Rosária Justi
    Pages 193-222
  11. John K. Gilbert, Rosária Justi
    Pages 223-251
  12. Back Matter
    Pages 263-264

About this book


This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ‘content-transmission’ approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.


scientific Modelling classroom teaching understanding about science concept analogy argumentation visualisation learning progression teacher professional development authentic learning analogical reasoning

Authors and affiliations

  • John K. Gilbert
    • 1
  • Rosária Justi
    • 2
  1. 1.The University of ReadingBerkshireUnited Kingdom
  2. 2.Universidade Federal de Minas GeraisBelo HorizonteBrazil

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing Switzerland 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-29038-6
  • Online ISBN 978-3-319-29039-3
  • Series Print ISSN 1871-2983
  • Series Online ISSN 2213-2260
  • Buy this book on publisher's site