Developing Models in Science Education

1. Front Matter

   Pages i-xi

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2. On the Nature and Significance of Models

   1. Front Matter

      Pages 1-1

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   2. Positioning Models in Science Education and in Design and Technology Education

      • John K. Gilbert, Carolyn J. Boulter, Roger Elmer

      Pages 3-17

   3. Science and Education: Notions of Reality, Theory and Model

      • John K. Gilbert, Mauricio Pietrocola, Arden Zylbersztajn, Creso Franco

      Pages 19-40

   4. Constructing a Typology of Models for Science Education

      • Carolyn J. Boulter, Barbara C. Buckley

      Pages 41-57

   5. Mathematical Models in Science

      • David Malvern

      Pages 59-90

3. The Development of Mental Models

   1. Front Matter

      Pages 91-92

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   2. Grasping Mental Models

      • Creso Franco, Dominique Colinvaux

      Pages 93-118

   3. Investigating the Role of Representations and Expressed Models in Building Mental Models

      • Barbara C. Buckley, Carolyn J. Boulter

      Pages 119-135

   4. Modelling and Creativity in Design and Technology Education

      • Roger Elmer, Trevor Davies

      Pages 137-156

   5. Thought Experiments and Embodied Cognition

      • Miriam Reiner

      Pages 157-176

   6. Computers and the Development of Mental Models

      • Patrick Carmichael

      Pages 177-189

4. Teaching and Learning Consensus Models

   1. Front Matter

      Pages 191-192

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   2. Explanations with Models in Science Education

      • John K. Gilbert, Carolyn J. Boulter, Margaret Rutherford

      Pages 193-208

   3. Teaching with Historical Models

      • Rosária S. Justi

      Pages 209-226

   4. Models in Explanations of Chemistry: The Case of Acidity

      • John Oversby

      Pages 227-251

   5. Models in the Explanations of Physics: The Case of Light

      • Margaret Rutherford

      Pages 253-269

   6. The Role of Models in Biotechnology Education: An Analysis of Teaching Models

      • Bev France

      Pages 271-287

   7. Language, Models and Modelling in the Primary Science Classroom

      • Carolyn J. Boulter

      Pages 289-305

   8. Teaching and Learning about Chemistry and Modelling with a Computer managed Modelling System

      • Nitza Barnea

      Pages 307-323

Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.

• Creativity
• Thought
• cognitive psychology
• philosophy of science
• science
• learning and instruction

• School of Education, The University of Reading, Reading, UK

  John K. Gilbert, Carolyn J. Boulter

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