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MoDeLS

Challenges in Defining a Learning Progression for Scientific Modeling

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Learning Progressions in Science

Abstract

The MoDeLS project, Modeling Designs for Learning Science, has been developing and refining a learning progression that represents successively more sophisticated levels of engagement in the practice of scientific modeling (Schwarz et al., 2009). Our view of modeling practice draws on areas of agreement in current studies of learning about modeling (Harrison & Treagust, 2000; Lehrer & Schauble, 2000, 2006; Lesh & Doerr, 2003; Lesh & Lehrer, 2003; Treagust, Chittleborough, & Mamiala, 2002).

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Authors
  1. Christina Schwarz
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  2. Brian J. Reiser
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  3. Andrés Acher
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  4. Lisa Kenyon
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  5. David Fortus
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Editor information

Alicia C. Alonzo Amelia Wenk Gotwals

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© 2012 Sense Publishers

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Schwarz, C., Reiser, B.J., Acher, A., Kenyon, L., Fortus, D. (2012). MoDeLS. In: Alonzo, A.C., Gotwals, A.W. (eds) Learning Progressions in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-824-7_6

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