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© 2019

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

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

About the editors

Annette Upmeier zu Belzen is a professor of biology education at Humboldt-Universität zu Berlin, Germany. After studies in biology, psychology and pedagogy she obtained a state exam in 1993 and a PhD on biology-oriented interests at Westfälische Wilhelms-Universität Münster in 1997. From 1997 to 2005 she worked as a junior researcher in Münster, in 2005 she was appointed full professor of science education in Berlin. Her research focuses on scientific reasoning and scientific inquiry, in particular in the process of modeling. She works on competence models and competence assessment as well as on competence-oriented teaching in secondary and higher education. She is engaged in the promotion of young scientists within in doctoral programs and is an editor of journals in the field of science education.

Dirk Krüger is a professor of biology education at Freie Universität Berlin, Germany. After studies in biology and mathematics he obtained 1986 a state exam, ended his traineeship in 1992, and was a teacher until 1997. In 1996 he obtained a PhD in biology at the Institute of Applied Genetics of Leibniz University Hannover. From 1997 to 2003 he worked as a research assistant in Hannover, in 2003 he was appointed a junior professor, in 2006 a full professor of biology education at Freie Universität Berlin. His research focuses on scientific reasoning and scientific inquiry, in particular in the process of modelling. He works on competence models and competence assessment as well as on competence-oriented teaching in secondary and higher education. He is an co-editor of fundamental theoretical and methodological books in science education at Springer and of a journal in the field of science education.

Jan van Driel is a professor of science education at Melbourne Graduate School of Education, University of Melbourne. After obtaining a Master’s degree in chemistry (1984), he worked as a teacher of chemistry in a secondary school. He did a PhD at Utrecht University, The Netherlands, which focused on the teaching and learning of chemical equilibrium. From 1995–2016, he worked at ICLON – Leiden University Graduate School of Teaching; in 2006 he was appointed full professor of science education. From 2010–2016, he was the director of ICLON, until moving to the University of Melbourne in September 2016. His research focuses on science teachers’ knowledge and beliefs and their development in the context of pre-service education and educational reform.

Bibliographic information

  • Book Title Towards a Competence-Based View on Models and Modeling in Science Education
  • Editors Annette Upmeier zu Belzen
    Dirk Krüger
    Jan van Driel
  • Series Title Models and Modeling in Science Education
  • Series Abbreviated Title Models,Modeling Educat.
  • 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 Education (R0)
  • Hardcover ISBN 978-3-030-30254-2
  • Softcover ISBN 978-3-030-30257-3
  • eBook ISBN 978-3-030-30255-9
  • Series ISSN 1871-2983
  • Series E-ISSN 2213-2260
  • Edition Number 1
  • Number of Pages XI, 321
  • Number of Illustrations 32 b/w illustrations, 10 illustrations in colour
  • Topics Science Education
    Teaching and Teacher Education
    Assessment, Testing and Evaluation
    Research Methods in Education
  • Buy this book on publisher's site