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Towards Authentic Learning in Science Education

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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

If a greater emphasis on modelling in the science education curriculum is to be justified, it will have to be as ‘authentic’ as possible. From the three approaches to authenticity (the child-developmental, the subject-developmental, and the practitioner-situational points of view), a realistic approach must recognise existing subject-content focused practice in science education whilst seeking to attain the maximum engagement by students that is provided by the circumstances of actual scientific practice . The several constraints on such an innovation in schools are identified and existing ways of addressing them are outlined. Particular attention is paid to the identification of contexts that will provide problems capable of being modelled. It is argued that the capability to model authentically will entail a progressive development of experience from school-focused contexts to those that are science- practitioner- focused.

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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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  1. John K. Gilbert
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  2. Rosária Justi
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Gilbert, J.K., Justi, R. (2016). Towards Authentic Learning in Science Education. 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_3

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  • DOI: https://doi.org/10.1007/978-3-319-29039-3_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-29038-6

  • Online ISBN: 978-3-319-29039-3

  • eBook Packages: EducationEducation (R0)

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