Skip to main content

The Role of Analog Models in the Understanging of the Nature of Models in Chemistry

  • Chapter
Metaphor and Analogy in Science Education

Part of the book series: Science & Technology Education Library ((CTISE,volume 30))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

5.1 References

  • Boulter, C. J., & Buckley, B. C. (2000). Constructing a typology of models for science education. In J. K. Gilbert & C. J. Boulter (Eds.), Developing models in science education (pp. 41–57). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75, 649–672.

    Google Scholar 

  • Duit, R., & Glynn, S. (1996). Mental modelling. In G. Welford, J. Osborne, & P. Scott (Eds.), Research in Science education in Europe: current issues and themes (pp. 166–176). London: Falmer.

    Google Scholar 

  • Duncan, A. (1996). Laws and Order in Eighteenth-Century Chemistry. Oxford: Clarendon.

    Google Scholar 

  • Ealy, J. B. (1999). A student evaluation of molecular modeling in first year college chemistry. Journal of Science Education and Technology, 8, 309–321.

    Article  Google Scholar 

  • Erduran, S. (2001). Philosophy of chemistry: an emerging field with implications for chemistry Education. Science & Education, 10, 581–593.

    Article  Google Scholar 

  • Francoeur, E. (1997). The forgotten tool: The design and use of molecular models. Social Studies of Science, 27, 7–40.

    Google Scholar 

  • Francoeur, E. (2000). Beyond dematerialization and inscription: Does the materiality of molecular models really matter? HYLE — An International Journal of the Philosophy of Chemistry, 6, 52–69.

    Google Scholar 

  • Gabel, D. (1999). Improving teaching and learning through chemistry education research: A look to the future. Journal of Chemical Education, 76, 548–554.

    Google Scholar 

  • Gilbert, J., Boulter, C., & Rutherford, M. (1998). Models in explanations, Part 1: Horses for courses? International Journal of Science Education, 20, 83–97..

    Google Scholar 

  • Hodson, D. (1992). In search of a meaningful relationship: an exploration of some issues relating to integration in science and science education. International Journal of Science Education, 14, 541–562.

    Google Scholar 

  • Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing demand Journal of Chemical Education, 70, 701–705.

    Article  Google Scholar 

  • Justi, R. (1997). Models in the teaching of chemical kinetics. Unpublished PhD Thesis. Reading: The University of Reading.

    Google Scholar 

  • Justi, R., & Gilbert, J. (1999). History and philosophy of science through models: The case of chemical kinetics. Science & Education, 8, 287–307.

    Article  Google Scholar 

  • Justi, R., & Gilbert, J. (2002). Modelling, teachers’ views on the nature of modelling, implications for the education of modellers. International Journal of Science Education, 24, 369–387.

    Article  Google Scholar 

  • Kozma, R. B. & Russel, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 34, 949–968.

    Article  Google Scholar 

  • Laidler, K. J. (1995). The world of physical chemistry (2nd. ed.), Oxford: Oxford University Press.

    Google Scholar 

  • Laidler, K. J., & King, M. C. (1983). The development of transition-state theory, Journal of Physical Chemistry, 87, 2657–2664.

    Article  Google Scholar 

  • Levere, T. H. (1971) Affinity and matter–elements of chemical philosophy 1800–1865. Oxford: Clarendon Press.

    Google Scholar 

  • Mainzer, K. (1999). Computational models and virtual reality. New perspectives of research in chemistry. HYLE — An International Journal of the Philosophy of Chemistry, 5, 117–126.

    Google Scholar 

  • Mellor, J. W. (1904). Chemical statics and dynamics. London: Longmans Green.

    Google Scholar 

  • Morrison, M., & Morgan, M. S. (1999). Models as mediating instruments. In M. S. Morgan, & M. Morrison (Eds.), Models as mediators (pp. 10–37). Cambridge: Cambridge University Press.

    Google Scholar 

  • Nersessian, N. J. (1999). Model-based reasoning in conceptual change. In L. Magnani, N. J. Nersessian and P. Thagard (Eds.), Model-based reasoning in scientific discovery (pp. 5–22). New York: Kluwer and Plenum Publishers.

    Google Scholar 

  • Reiner, M., & Gilbert, J. (2000). Epistemological resources for thought experimentation in science learning. International Journal of Science Education, 22, 489–506.

    Article  Google Scholar 

  • Rouse, W. B., & Morris, N. M. (1986). On looking into the black box: Prospects and limits in the search for mental models. Psychological Bulletin, 100, 349–363.

    Article  Google Scholar 

  • Tomasi, J. (1988). Models and modeling in theoretical chemistry. Journal of Molecular Structure (Theochem), 179, 273–292.

    Article  Google Scholar 

  • Treagust, D. F., & Chittleborough, G. (2001). Chemistry: A matter of understanding representations. In Brophy, J. (Ed.), Subject-specific instructional methods and activities. (pp.239–267). Oxford: Elsevier Science.

    Google Scholar 

  • Wu, H-K, Krajcik, J.S. & Soloway, E. (2001). Promoting understanding of chemical representations: Students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38, 821–842.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2006 Springer

About this chapter

Cite this chapter

Justi, R., Gilbert, J. (2006). The Role of Analog Models in the Understanging of the Nature of Models in Chemistry. In: Aubusson, P.J., Harrison, A.G., Ritchie, S.M. (eds) Metaphor and Analogy in Science Education. Science & Technology Education Library, vol 30. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3830-5_10

Download citation

Publish with us

Policies and ethics