Ayvaci, H. S., Ozbek, D., Bulbul, S., Bebek, G. & Urey, M. (2015). The views of pre-service science teachers on modelling process, International Conference on New Horizons in Education, June 10-12, Barcelona, SPAIN. (original) (raw)
Related papers
As one of the main disciplines, science is very important for people to make sense of their life. The appropriate use of the models in science classrooms to promote children’s understanding, imagination and creativity definitely depends on the teachers who have experience of differentiating the scope and the limitations of the models. From this respect, the education given to preservice student teachers in teacher education institutions as a base of the teaching profession should be considered carefully. Therefore, in this paper, the main aim is to indicate the importance of modelling in science education and in teacher education.
Models and Mathematical Modelling: What Do Teachers and Preservice Teachers Know?
Journal of Curriculum and Teaching
The aim of the research is to examine the perspectives of teachers and preservice teachers in regard with models,mathematical models and mathematical modelling process in different variables terms and to compare them. In thisresearch that is having quantitative research design survey method, which is one of the descriptive research technic,survey method is used. Research is performed with 127 teacher and preservice teachers. It is benefitted from adifferent survey in the stage of data collection and open ended questions that is developed by the researcher. In theanalysis of the data, descriptive and inferential statistical methods and content analysis method were used. As a result,views of the teachers and preservice teachers regarding (mathematical) models and mathematical modelling showsdifferences according to some variables, however, it is not found out most significant differences in the views of theteachers and preservice teachers in regard with these subjects.
2019
The depth of knowledge a student will develop while building a model, the memories and skills they will gain that transcend content, and the teamwork they will develop during the process are just a few of the benefits of the modeling process. Ultimately, the modeling process will allow students and teachers to experience education in a way that matches the way work is done in scientific research, engineering, and other professional settings. Having students build models to solve problems is an enormous goal and enormous goals require enormous planning. The purpose of this guide is to outline the pedagogical approaches a teacher will need to lead their students on the journey from novice modelers to expert modelers.
Learning and teaching about scientific models with a computer-modeling tool
The study presents efforts to support pre-service primary school teachers in learning and teaching about scientific models, and discusses the impact of these efforts on their understandings. We provided pre-service primary school teachers with a module on computer modeling and studied the effects of this experience on their abilities to construct viable scientific models with a computer-modeling tool, namely, Model-It [Metcalf, in order to teach a sixth-grade science lesson. The results of the study showed that Model-It, through its scaffolds (i.e., Plan, Build, and Test), enabled the majority of pre-service teachers to build models that were structurally correct, but simplistic. The participants showed a tendency to teach science using more often the explorative modeling method than the expressive method, and only few of them employed both methods in their lessons. In essence, Model-It effectively scaffolded pre-service teachers' first modeling experiences and enabled them to quickly build and test their models as well as reflect on the viability of their models. However, according to the results, teachers need extensive learning experiences in order to achieve a comprehensive understanding of the process of scientific modeling in science.
The Effect of Classroom Practice on Students Understanding of Models
umich.edu
Science instruction focused around modeling can help learners develop deep understanding of subject matter and the nature of science. Despite its importance, students typically do not develop an understanding of modeling, and many teachers lack strategies for supporting their students in the practice. This research examines a teacher and her students' developing an understanding of models and modeling by taking part in an 8-weeks 6 th grade chemistry unit that focuses on the particle nature of matter, models and modeling. The unit was developed as part of IQWST: a middle school inquirybased curriculum development project. The curriculum closely integrates content learning goals with scientific practices. Modeling learning goals as well as meta-knowledge of models and modeling were highly specified. To assess the effect of teacher practice and the change in students' meta-knowledge of models and modeling, various types of data were collected: Pre and post students and teacher interviews, videotapes of lessons, students artifacts, and open-ended pre-post assessment items that involved the use of models. Preliminary findings suggests that students improve their modeling practices and understanding of the meta-knowledge associated with the practice. Links can be drawn between students' improvement and instruction. Some changes in the teachers' perception of modeling as a classroom practice are also observed. that focuses on the particle nature of matter, models and modeling. The curriculum closely integrates content learning goals, with scientific practices. Modeling learning goals as well as meta-knowledge of models and modeling were highly specified. We were mostly interested in finding links between specific classroom practices and students' improvement in the practice and in understanding modeling meta-knowledge (MMK). We were also interested in learning about the teachers' conceptions of modeling, as revealed in pre post interviews and in her actual teaching.
Models and modelling in science and science education
Science Education: An International Course Companion, 2017
This chapter discusses the nature and roles of models in science, and in science education. It is argued that models and modelling are important in science teaching both because of the need to authentically reflect the importance of modelling in science itself, and because of the pedagogic role of models. It is suggested that effective teaching practice requires teachers to distinguish these two different roles of models in the science classroom. There are extensive literatures relating to the role of models in the practice of science, and to the use of models in science teaching, and the present chapter sets out to introduce readers to some key ideas about this important topic.
The Views of high school students ’ on the scientific modeling
2011
The general aim of modeling is to test an idea- represented as a system of related processes, events, or structures-against observations in the real world. The scientific modeling is different from the model space craft or the various models (clothes, cars, etc.) on the magazines. The model space crafts are done to reduce the size of the object that we can see to a smaller size which can be worked on better. The purpose of using such models is rather than explaining an event, to reproduce by copying as in the model space craft example or to advertise by the models on the magazines. Therefore, in this study, it was aimed to do validity and reliability study of “The Role of the Scientific Models Scale” according to the high school students ‟ level and whose reliability study was done in order to determine the views of the high school students towards scientific modeling.
Teacher Educators’ Views of “Model” Concept and Their Mental Models
Journal of Baltic Science Education, 2014
The aim of this study is to reveal teacher educators’ views of model and also to determine their mental models about it. Phenomenographic research design has been carried out in this study. The sample of study consists of 14 teacher educators from education faculties of different universities in Turkey. Semi-structured interviews that consisted of 7 questions were used to collect data. Besides, sample was asked draw a concept map on “model” in the last interview question. Results have shown that teacher educators give similar responses including unqualified explanations to the interview questions related to the definition of model, characteristics of them, and the objectives of using models. It can also be asserted, that teacher educators do not have scientific understanding on the modeling process. The analyses of their responses to the interview questions and their concept maps have shown that most of the teacher educators in the sample have proximate or goal oriented mental model...
PRESERVICE ELEMENTARY TEACHERS' UNDERSTANDINGS ABOUT SCIENTIFIC MODELS AND MODELLING
ICERI2017 Proceedings, 2017
Abstract: Scientific models are important thinking tools, which are used to generate explanations and predications. Despite the relevance of scientific models and modelling in science education, several studies reveal that students and teachers do not possess adequate views regarding these topics. This study investigated preservice elementary teachers' views about scientific models and modelling. Research questions included: (1) what do preservice elementary teachers understand about models and modelling in science?; (2) is there a relationship between preservice teachers' views about scientific models and modelling and their scientific background in high school or year of course attendance? A questionnaire adopted form the literature was applied to a sample of preservice elementary teachers of one Portuguese institution of higher education at 1st, 2nd and 3th years of the course. This questionnaire comprised five aspects of students' understanding of models and modelling: nature of models, multiple models, purpose of models, testing models, and changing models. Descriptive analysis showed that a high percentage of preservice elementary teachers hold naive or uninformed understandings of models and modelling. From this we can infer that this lack of understanding would hamper their pedagogical practice related to scientific issues in a fundamental way as well their teaching and learning in their initial formation. Moreover, students' understanding of models and modelling didn't became more elaborated with increasing university years and no difference was found taking in account the area chosen in high school.