Overview
- Presents the current state of thinking for the field of competence concerning models and modeling in science education
- Helps bridging thoughts across different theoretical and empirical approaches and disciplines with regard to models and modeling
- Poses new questions to consider in advancing this field through research
Part of the book series: Models and Modeling in Science Education (MMSE, volume 12)
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Table of contents (18 chapters)
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Front Matter
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Theoretical Approaches to Models and Modeling
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Front Matter
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Assessing and Diagnosing Modeling Competence
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Front Matter
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Educating Teachers for Competence-Based Teaching of Models and Modeling
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Front Matter
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Developing Students’ Modeling Competence
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Front Matter
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Keywords
- Abstraction as Modeling Competence
- Analyzing Modeling Strategies
- Assessment of Modeling Competence
- Development of Modeling Competence
- Drawing-based Modeling
- Epistemology of Modeling-based Learning
- Framework for Modeling Competence
- Modeling-based Assessment
- Modeling-based Learning
- Modeling-based Teaching
- Nature of Science
- Semantic Views on Models
- System Modeling Competence
- Teachers’ Views about Models and Modeling
About this book
The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.
Editors and Affiliations
About the editors
Dirk Krüger is a professor of biology education at Freie Universität Berlin, Germany. After studies in biology and mathematics he obtained 1986 a state exam, endedhis traineeship in 1992, and was a teacher until 1997. In 1996 he obtained a PhD in biology at the Institute of Applied Genetics of Leibniz University Hannover. From 1997 to 2003 he worked as a research assistant in Hannover, in 2003 he was appointed a junior professor, in 2006 a full professor of biology education at Freie Universität Berlin. His research focuses on scientific reasoning and scientific inquiry, in particular in the process of modelling. He works on competence models and competence assessment as well as on competence-oriented teaching in secondary and higher education. He is an co-editor of fundamental theoretical and methodological books in science education at Springer and of a journal in the field of science education.
Jan van Driel is a professor of science education at Melbourne Graduate School of Education, University of Melbourne. After obtaining a Master’s degree in chemistry (1984), he worked as a teacher of chemistry in a secondary school. He did a PhD at Utrecht University, The Netherlands, which focused on the teaching and learning of chemical equilibrium. From 1995–2016, he worked at ICLON – Leiden University Graduate School of Teaching; in 2006 he was appointed full professor of science education. From 2010–2016, he was the director of ICLON, until moving to the University of Melbourne in September 2016. His research focuses on science teachers’ knowledge and beliefs and their development in the context of pre-service education and educational reform.
Bibliographic Information
Book Title: Towards a Competence-Based View on Models and Modeling in Science Education
Editors: Annette Upmeier zu Belzen, Dirk Krüger, Jan van Driel
Series Title: Models and Modeling in Science Education
DOI: https://doi.org/10.1007/978-3-030-30255-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-30254-2Published: 02 January 2020
Softcover ISBN: 978-3-030-30257-3Published: 26 August 2021
eBook ISBN: 978-3-030-30255-9Published: 01 January 2020
Series ISSN: 1871-2983
Series E-ISSN: 2213-2260
Edition Number: 1
Number of Pages: XI, 321
Number of Illustrations: 32 b/w illustrations, 10 illustrations in colour
Topics: Science Education, Teaching and Teacher Education, Assessment, Testing and Evaluation, Research Methods in Education