Abstract
In this chapter we draw together the themes, identified in earlier chapters, which must be addressed if ‘modelling-based teaching’ is become part of the professional repertoire of all school science teachers. We also tentatively identify the professional agencies that may be best placed, in terms of their expertise, to do so. Finally, we summarise the novel perspectives that we have advanced about these and suggest how these may be helpful in addressing the challenges identified.
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References
Gilbert, J. K. (2004). Models and modelling: Routes to a more authentic science education. International Journal of Science and Mathematics Education, 2, 115–130.
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© 2016 Springer International Publishing Switzerland
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Gilbert, J.K., Justi, R. (2016). Modelling-Based Teaching and Learning: Current Challenges and Novel Perspectives. In: Modelling-based Teaching in Science Education. Models and Modeling in Science Education, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-319-29039-3_12
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DOI: https://doi.org/10.1007/978-3-319-29039-3_12
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