Models and Modeling

1. Front Matter

   Pages i-viii

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2. Theory Formation and Modeling in Science Education

   1. Front Matter

      Pages 1-1

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   2. Modeling and the Future of Science Learning

      • Richard K. Coll, Denis Lajium

      Pages 3-21

   3. A Study of Expert Theory Formation: The Role of Different Model Types and Domain Frameworks

      • Allan Collins

      Pages 23-40

   4. The Nature of Scientific Meta-Knowledge

      • Barbara Y. White, Allan Collins, John R. Frederiksen

      Pages 41-76

   5. From Modeling Schemata to the Profiling Schema: Modeling Across the Curricula for Profile Shaping Education

      • Ibrahim A. Halloun

      Pages 77-96

3. Modeling and Student Learning in Science Education

   1. Front Matter

      Pages 97-97

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   2. Helping Students Construct Robust Conceptual Models

      • Colleen Megowan-Romanowicz

      Pages 99-120

   3. The Molecular Workbench Software: An Innovative Dynamic Modeling Tool for Nanoscience Education

      • Charles Xie, Amy Pallant

      Pages 121-139

   4. Lowering the Learning Threshold: Multi-Agent-Based Models and Learning Electricity

      • Pratim Sengupta, Uri Wilensky

      Pages 141-171

   5. Engineering-Based Modelling Experiences in the Elementary and Middle Classroom

      • Lyn D. English, Nicholas G. Mousoulides

      Pages 173-194

   6. Engaging Elementary Students in Scientific Modeling: The MoDeLS Fifth-Grade Approach and Findings

      • Hamin Baek, Christina Schwarz, Jing Chen, Hayat Hokayem, Li Zhan

      Pages 195-218

4. Modeling and Teachers’ Knowledge

   1. Front Matter

      Pages 219-219

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   2. Relationships Between Elementary Teachers’ Conceptions of Scientific Modeling and the Nature of Science

      • Valarie L. Akerson, Orvil White, Huseyin Colak, Khemmawaddee Pongsanon

      Pages 221-237

   3. Science Teachers’ Knowledge About Learning and Teaching Models and Modeling in Public Understanding of Science

      • Ineke Henze, Jan H. van Driel

      Pages 239-261

   4. Teaching Pre-service Elementary Teachers to Teach Science with Computer Models

      • Nicos Valanides, Charoula Angeli

      Pages 263-279

5. Back Matter

   Pages 281-290

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The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. In recent years, science educators have greatly increased their use of modeling in teaching, especially real-time dynamic modeling, which is central to a scientific investigation. Modeling in science teaching is being used in an array of fields, everything from primary sciences to tertiary chemistry to college physics, and it is sure to play an increasing role in the future of education. Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education. It identifies and describes many different modeling tools and presents recent applications of modeling as a cognitive tool for scientific enquiry.

• Modeling
• Models
• cognitive tools
• modeling tools
• real-time dynamic modeling
• science education
• science learning
• science teaching
• scientific enquiry
• scientific inquiry
• scientific understanding
• simulation
• students conceptions
• understanding of science
• visualization
• learning and instruction

• Bahrain Teachers College, Manama, Bahrain

  Myint Swe Khine, Issa M. Saleh

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