Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Clement, J. (1989). Learning via model construction and criticism. In G. Glover, R. Ronning, & C Reynolds (Eds.), Handbook of creativity: Assessment, theory and research. (pp 341–381). New York: Plenum.
Clement, J. (2000). Analysis of clinical interviews: Foundations and model viability. In A. E. Kelly, & R. Lesh (Eds.), Handbook of research methods in mathematics and science education. (pp. 547–589 Mahwah, NJ: Lawrence Erlbaum.
Clement, J., & Steinberg, M. (2002). Step-wise evolution of mental models of electric circuits: a “learning aloud” case study. Journal of the Learning Sciences 11, 389–452.
Clement, J., (2008). Creative model construction in scientists and students: Imagery, analogy, and mental simulation. Dordrecht: Springer.
Darden, L. (Ed.) (1996), PSA 1996, Proceedings of the 1996 Biennial Meeting of the Philosophy of Science Association, Part I: Contributed Papers, Philosophy of Science, Supplement to Vol. 63.
Duschl, R. A., & Ellenbogen K. (1999). Middle school science students’ dialogic argumentation. In M. Komorek, H. Behrendt, H. Dahncke, R. Duit, W. Graeber, & A. Kross (Eds.), Research in science education – past, present, and future (Vol 2, pp. 420–422) Kiel, IPN Kiel.
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39–72.
Glaser, B. G., & Strauss, A. I. (1967). The discovery of grounded theory. New York: Aldine Publishing Company.
atano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan(pp. 262–272). New York: W. H. Freeman and Company.
Kelly, G. J., Druker, S., & Chen, C. (1998). Students’ reasoning about electricity: combining performance assessments with argumentation analysis. International Journal of Science Education 20, 849–871.
Nersessian, N. J. (1992a). How do scientists think? Capturing the dynamics of conceptual change in science. In R. N. Giere (Ed.), Cognitive models of science. (pp. 3–44), Minneapolis: University of Minnesota Press.
Nersessian, N. J. (1992b). In the theoretician’s laboratory: thought experimenting as mental modeling. Philosophy of Science Association 2, 291–301.
Nersessian, N. J. (1995). Should physicists preach what they practice? Constructive modeling in doing and learning physics. Science & Education 4,203–226.
Nunez-Oviedo, M. C. (2003). Teacher-student co-construction processes in biology: strategies for developing mental models in large group discussions. Doctoral Dissertation University of Massachusetts at Amherst MA.
Nunez-Oviedo, M. C., Rea-Ramirez, M. A., Clement, J., & Else, M. J. (2002). Teacher-student co-construction in middle school life science. Proceedings of the AETS Conference.
Osborne, J., Erduran, S., Simon, S., & Monk, M. (2001). Enhancing the quality of argument in school science. School Science Review 82: 63–70.
Rea-Ramirez, M. A. (1998). Models of conceptual understanding in human respiration and strategies for instruction. DAI - 9909208, Amherst: University of Massachusetts.
Rea-Ramirez, M. A. (2005). Using imagery to facilitate reasoning with a model. Paper presented at AERA. Montreal, Canada.
Rea-Ramirez, M. A., Nunez-Oviedo, M. C., Clement, J., & Else, M. J. (2004). Energy in the human body curriculum. National Science Foundation. University of Massachusetts at Amherst.
Rea-Ramirez, M. and Clement, J. (1998). In search of dissonance: The evolution of dissonance in conceptual change theory, Proceedings of National Association for Research in Science Teaching.
Resnick, L., Salmon, M., Seitz, C. M., Wathen S. H., & Holowchak, M. (1993). Reasoning in conversation. Cognition & Instruction 11, 347–364.
Scott, P. H. (1992). Pathways in learning science: A case study of the development of one student’s ideas relating to the structure of matter. In R. Duit, F. Goldberg & H Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies. Proceedings of an International Workshop held at the University of Bremen (pp. 203–224). Kiel,Germany: IPN/Institute for Science Education.
Toulmin, S. (1972). Human understanding: an inquiry into the aims of science. Princeton, NJ: Princeton University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science + Business Media B.V.
About this chapter
Cite this chapter
Núñez-Oveido, M., Clement, J., Rea-Ramirez, M.A. (2008). Developing Complex Mental Models in Biology Through Model Evolution. In: Clement, J.J., Rea-Ramirez, M.A. (eds) Model Based Learning and Instruction in Science. Models and Modeling in Science Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6494-4_10
Download citation
DOI: https://doi.org/10.1007/978-1-4020-6494-4_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-6493-7
Online ISBN: 978-1-4020-6494-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)