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Towards a Competence-Based View on Models and Modeling in Science Education

  • Annette Upmeier zu Belzen
  • Dirk Krüger
  • Jan van Driel
Book

Part of the Models and Modeling in Science Education book series (MMSE, volume 12)

Table of contents

  1. Front Matter
    Pages i-xi
  2. Theoretical Approaches to Models and Modeling

    1. Front Matter
      Pages 1-1
    2. Annette Upmeier zu Belzen, Jan van Driel, Dirk Krüger
      Pages 3-19
    3. Constantinos P. Constantinou, Christiana Th. Nicolaou, Marios Papaevripidou
      Pages 39-58
  3. Assessing and Diagnosing Modeling Competence

    1. Front Matter
      Pages 79-79
    2. Inga Ubben, Sara L. Salisbury, Kristy L. Daniel
      Pages 99-115
    3. Sabrina Mathesius, Moritz Krell
      Pages 117-129
    4. Wouter R. van Joolingen, Juliette Schouten, Frank Leenaars
      Pages 131-145
    5. Moritz Krell, Susann Hergert
      Pages 147-160
  4. Educating Teachers for Competence-Based Teaching of Models and Modeling

  5. Developing Students’ Modeling Competence

    1. Front Matter
      Pages 219-219
    2. Richard Lehrer, Leona Schauble
      Pages 221-236
    3. Loucas Τ. Louca, Zacharias C. Zacharia
      Pages 237-256
    4. Cory T. Forbes, Kim Lange-Schubert, Florian Böschl, Tina Vo
      Pages 257-273
    5. Tom Bielik, Lynn Stephens, Dan Damelin, Joseph S. Krajcik
      Pages 275-290
    6. Jonathan T. Shemwell, Daniel K. Capps
      Pages 291-307
  6. Attainments and Challenges

    1. Front Matter
      Pages 309-309
    2. Jan van Driel, Dirk Krüger, Annette Upmeier zu Belzen
      Pages 311-321

About this book

Introduction

The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.


Keywords

Abstraction as Modeling Competence Analyzing Modeling Strategies Assessment of Modeling Competence Development of Modeling Competence Drawing-based Modeling Epistemology of Modeling-based Learning Framework for Modeling Competence Modeling-based Assessment Modeling-based Learning Modeling-based Teaching Nature of Science Semantic Views on Models System Modeling Competence Teachers’ Views about Models and Modeling

Editors and affiliations

  • Annette Upmeier zu Belzen
    • 1
  • Dirk Krüger
    • 2
  • Jan van Driel
    • 3
  1. 1.Department of Biology, Biology EducationHumboldt-Universität zu BerlinBerlinGermany
  2. 2.Department of Biology, Biology EducationFreie Universität BerlinBerlinGermany
  3. 3.Department of EducationMelbourne UniversityMelbourneAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-30255-9
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-30254-2
  • Online ISBN 978-3-030-30255-9
  • Series Print ISSN 1871-2983
  • Series Online ISSN 2213-2260
  • Buy this book on publisher's site