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Approaches to Modelling-Based Teaching

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Modelling-based Teaching in Science Education

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

Abstract

To clarify the language used in the field, the distinction is drawn between ‘model-based teaching ’ (the use of existing models by students) and ‘modelling-based teaching’ (MBT) (the creation and use of models by students). The range of activities that can be included in the two forms is reviewed and five generic types briefly described. The two types concerned with MBT are then discussed at some length and existing approaches to ‘learning to model de novo’ are reviewed. The use of the ‘Model of Modelling ’ (MM) to base science teaching is discussed at some length and the skills that may be developed at each of its stages are established. The design and implementation of teaching sequences using MBT is presented with the use of case-study material. Finally, evidence of the impact on student learning of MBT conducted through the use of the MM is presented.

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Notes

  1. 1.

    The others being crosscutting concepts (those that have application across all domains of science), and disciplinary core ideas (those that can support students future acquisition of information on their own) (National Research National Research Council, 2012).

  2. 2.

    Although the model applies to the whole of sciences, so far we have been able to use it in chemistry classes.

  3. 3.

    The distinction between ability and skill is subtle and, in some sense, controversial in the education literature. In this book, we assume abilities to be the generic, non-quantifiable quality of being able to do something, and skills as a composite of abilities, techniques and knowledge (proficiencies) developed through training or experience and that makes one does tasks at a higher degree or standard. So, abilities help people to develop their skills.

  4. 4.

    Although we recognise that modelling is a continuous process, in the educational context the curriculum and other school constraints restrict the initial and explicit teaching of each topic to a specific period of time. Thus, the design of the activities have to aim at contributing to the building of students’ models related to a given curricular model.

  5. 5.

    The list comprises eight practices, namely: “asking questions; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations; engaging in argument from evidence; obtaining, evaluating, and communicating information” (National Research National Research Council, 2012, p. 42).

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Authors and Affiliations

  1. The University of Reading, Berkshire, UK

    John K. Gilbert

  2. Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Rosária Justi

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Gilbert, J.K., Justi, R. (2016). Approaches to Modelling-Based Teaching. 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_4

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  • DOI: https://doi.org/10.1007/978-3-319-29039-3_4

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