Abstract
Creating models (understood as physical, visual, or mental representations of objects, phenomena, or processes) to represent scientific ideas has played a critical role in the development of scientific knowledge and continues to be part of the professional practice of science (Duit, 1991; Gobert & Buckley, 2000; Mathewson, 2005; May, Hammer, & Roy, 2006). Scientists generate, refine, and validate a wide variety of models to explain observations, communicate ideas, and make predictions about future events (Mathewson, 1999; May et al., 2006). With time, scientists may arrive at mutually agreed upon models that represent salient features of phenomena or processes. Often these models are featured in print and digital media resources used for communicating and teaching science.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Acher, A., & Reiser, B. (2010, March). Middle school students and teachers making sense of the modeling practices in their classrooms. Paper presented at the annual conference of the National Association for Research in Science Teaching (NARST), Philadelphia, PA.
Acher A, Arca M, Sanmarti N (2007) Modeling as a teaching learning process for understanding materials: A case study in primary education. Science Education 9(1):398–418. doi:10.1002/sce.20196
Ainsworth S, Loizou AT (2003) The effects of self-explaining when learning with text of diagrams. Cognitive Science 27(4):669–681. doi:10.1207/s15516709cog2704_5
Ainsworth S, VanLabeke N (2004) Multiple forms of dynamic representations. Learning and Instruction 14:241–255. doi:10.1016/j.learninstruc.2004.06.002
Education A (1996) Alberta elementary science program. Alberta Education, Edmonton, AB
Baek, H., Schwarz, C., Chen, J. Hokayem, H., & Zhan, L. (2009, March). Engaging elementary students in scientific modeling: the MoDeLS 5th grade approach and findings. Paper presented at the annual conference of the National Association for Research in Science Teaching (NARST), Garden Grove, CA. doi:10.1007/978-94-007-0449-7
Boulter C, Gilbert JK (2000) Challenges and opportunities of developing models in science education. In: Gilbert JK, Boulter CJ (eds) Developing Models in Science Education. Kluwer Academic, Dordrecht, Netherlands, pp 343–362
Buckingham, B.L.E., & Reiser, B.J. (2010, March). What is a model? Experienced students’ beliefs about the nature and purpose of scientific models across modeling contexts. Paper presented at the annual conference of the National Association for Research in Science Teaching (NARST), Philadelphia, PA.
Duit R (1991) On the role of analogies and metaphors in learning science. Science Education 75(6):649–672. doi:10.1002/sce.3730750606
Erduran, S. (1999, April). Philosophy of chemistry: an emerging field with implications for chemistry education. Paper presented at the annual conference of the American Educational Research Association (AERA), San Diego, CA.
Fortus, D., Rosenfeld, S., & Shwartz, Y. (2010, March). High school students’ modeling knowledge. Paper presented at the annual conference of the National Association for Research in Science Teaching (NARST), Philadelphia, PA.
Gilbert JK, Boulter C, Rutherford M (1998) Models in explanations, Part 1: Horses for courses. International Journal of Science Education 20:83–97. doi:10.1080/0950069980200106
Gobert JD (2000) A typology of causal models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education 22(9):937–977. doi:10.1080/095006900416857
Gobert JD, Buckley BC (2000) Introduction to mode-based teaching and learning in science education. International Journal of Science Education 22(9):891–894. doi:10.1080/095006900416839
Gobert, J.D., & Discenna, J. (1997). The relationship between students’ epistemologies and model based reasoning. Kalamazoo, MI: Western Michigan University, Department of Science Studies (ERIC Document Reproduction Service No. ED409164).
Grosslight L, Unger C, Jay E, Smith C (1991) Understanding models and their use in science: conceptions of middle and high school students and experts. Journal of Research in Science Teaching 28(9):799–822. doi:10.1002/tea.3660280907
Gustafson BJ, Mahaffy P, Martin B (2009a) Classroom chemistry: considering small, unseen particles. Alberta Science Education Journal 40(1):27–32
Gustafson, B.J., Shanahan, M.-C., (2008, March). Initial pathways to teaching elementary children about scientific models. Paper presented at the annual conference of the American Educational Research Association (AERA), New York, NY.
Gustafson BJ, Shanahan M-C (2010) Children thinking about models: analyzing a globe. Alberta Journal of Educational Research 56(4):435–457
Gustafson, B.J., Shanahan, M.-C., & Gentilini, S. (2009). Elementary children’s ideas about the nature of matter: thinking about models and thinking through models. Paper presented at the annual conference of the American Educational Association (AERA), San Diego, CA.
Gustafson BJ, Shanahan M-C, Gentilini S (2010) Elementary children’s shifting views of models and the nature of matter. Canadian Journal of Mathematics, Science and Technology Education 10(2):103–122. doi:10.1080/14926156.2010.484517
Gustafson, B.J., Shanahan, M.-C., Gentilini, S., Mahaffy, P., & Martin, B. (2007, June). Understanding models in science: a series of lessons for grade 5 children. Unpublished teaching resource.
Harrison AG, Treagust DF (2000a) A typology of school science models. International Journal of Science Education 22(9):1011–1026. doi:10.1080/095006900416884
Harrison AG, Treagust DF (2000b) Learning about atoms, molecules and chemical bonds: A case study of multiple-model use in Grade 11 chemistry. Science Education 84(3):352–381. doi:10.1002/(SICI)1098-237X(200005)84:3<352::AID-SCE3>3.0.CO;2-J
Holton G (1986) Metaphors in science and education. In: Holton G (ed) The Advancement of Science, and Its Burdens. Cambridge University Press, Cambridge, pp 229–252
Justi RS, Gilbert JK (2002) Science teachers’ knowledge about and attitudes towards the use of models and modeling in learning science. International Journal of Science Education 24(12):1273–1292. doi:10.1080/09500690210163198
Mathewson JH (1999) Visual-spatial thinking: An aspect of science overlooked by educators. Science Education 83(1):33–54. doi:10.1002/(SICI)1098-237X(199901)83:1<33::AID-SCE2>3.0.CO;2-Z
Mathewson JH (2005) The visual core of science: Definition and applications to education. International Journal of Science Education 27(5):529–548. doi:10.1080/09500690500060417
May DB, Hammer D, Roy P (2006) Children’s analogical reasoning in a third-grade science discussion. Science Education 90:316–330. doi:10.1002/sce.20116
Millar R (2005) Teaching about energy. University of York, Department of Educational Studies, York, UK
Nakhleh MB, Samarapungavan A (1999) Elementary school children’s beliefs about matter. Journal of Research in Science Teaching 36(7):777–805. doi:10.1002/(SICI)1098-2736(199909)36:7<777::AID-TEA4>3.0.CO;2-Z
Schwarz CV, Reiser BJ, Davis EA, Kenyon L, Acher A, Fortus D, Shwartz Y, Hug B, Krajcik J (2009) Developing a learning progression for scientific modeling: making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching 46(6):632–654. doi:10.1002/tea.20311
Schwarz, C., Reiser, B.J., Fortus, D., Krajcik, J., Roseman, J.E., Willard, T., & Acher, A. (2008, March). Designing and testing the MoDeLS learning progression. Paper presented at the annual conference of the National Association for Research in Teaching (NARST), Baltimore, MD.
Snir J, Smith CL, Raz G (2003) Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education 87(6):794–830. doi:10.1002/sce.10069
Treagust DF, Chittleborough G, Mamiala TL (2002) Students’ understanding of the role of scientific models in learning science. International Journal of Science Education 24(4):357–368. doi:10.1080/09500690110066485
Windschitl M, Thompson J, Braaten M (2008) Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations. Science Education 92(5):941–967. doi:10.1002/sce.20259
Yerrick RK, Doster E, Nugent JS, Parke HM, Crawley FE (2003) Social interaction and the use of analogy: An analysis of preservice teachers’ talk during physics inquiry lessons. Journal of Research in Science Teaching 40(5):443–463. doi:10.1002/tea.10084
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Gustafson, B.J., Mahaffy, P.G. (2012). Introducing Grade Five Students to the Nature of Models. In: Norris, S.P. (eds) Reading for Evidence and Interpreting Visualizations in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-924-4_9
Download citation
DOI: https://doi.org/10.1007/978-94-6091-924-4_9
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-924-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
