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Facing the Challenges to Science Education in Schools: The Contribution of Modelling

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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

The grounds are laid for the advocacy of an increased role for modelling in science education. Anecdotal evidence of students’ lack of engagement in science classes is used to support widespread dissatisfaction by governments with students’ levels of attainment in international assessments and with their disinclination to continue to study the discipline after the years of compulsory schooling. The underlying causes are attributed to: the heavy content load, often presented within a curriculum that is antiquated and rigidly structured; to problems over the supply of suitably qualified teachers; and to the, often excessive, adoption of didactic methods of teaching. Efforts to attain ‘scientific literacy for all’ are seen as likely to overcome these problems. The achievement of the ability by students to engage in modelling is seen as a major contributor to the attainment of this goal.

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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). Facing the Challenges to Science Education in Schools: The Contribution of Modelling. 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_1

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  • DOI: https://doi.org/10.1007/978-3-319-29039-3_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-29038-6

  • Online ISBN: 978-3-319-29039-3

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