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Learning About Science Through 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))

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Abstract

MBT provides an effective way to learn about the nature of the scientific enterprise, a major aim of contemporary science education. The established view of the nature of science , the consensus view that asserts that the structure of the enterprise of science is identical whenever it is conducted, has been subject to extensive criticism. In order to investigate the contribution of MBT to an understanding of the scientific enterprise, the ‘Family Resemblance’ and the ‘Whole Science’ views of it were adopted. By doing so, we were able to investigate the possible contribution of each aspect of the activity of modelling to an understanding of the enterprise of science within a broader view. It was found that MBT did so, but that the development of understanding was only consolidated when several modelling activities had been undertaken. Finally, a case study of the contribution of the teacher to the development of this understanding is presented.

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Notes

  1. 1.

    In Brazil and Mexico, where such teaching units have already been used in regular classes, the number of classes per week for each discipline varies depending on the discipline and the type of the school. Scientific disciplines have, in general, 2–4 (40–50 min) classes a week.

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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). Learning About Science Through 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_9

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  • DOI: https://doi.org/10.1007/978-3-319-29039-3_9

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