Modelling, teachers' views on the nature of modelling, and implications for the education of modellers

By R. Justi, J. Gilbert. 2002

500 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/116ee7008d8269f7920453ebe5bc24178805d3a0

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Citations in the corpus

Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry (2011, methodology): “Furthermore, Justi and Gilbert (2002a) have clearly articulated a ‘model of modeling’ framework, which describes how modeling should be taught in classrooms so that learning is authentic for students.”
Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science (2002, background): “Then, a second group of questions probed teachers’ views about the nature of modelling and the implications of these for the education of modellers (see Justi and Gilbert 2002).”
Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression (2013, methodology): “Typically, models are examined either as completely integrated with content (Dori & Barak, 2001; Justi & Gilbert, 2003) or completely in the abstract (Justi & Gilbert, 2002).”
Models and Modelling: Routes to More Authentic Science Education (2004, background): “There is evidence that most current curricula offer little opportunity for his to take place (Justi, 2001; Justi & Gilbert, 2002 ).”
Experienced Teachers’ Pedagogical Content Knowledge of Teaching Acid–base Chemistry (2008, background): “Justi and Gilbert (2002) report that students might be confused when a new model is introduced, and thus combine attributes from different models.”
The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process (2005, background): “…in addition to the knowledge of each scientific model (an aspect that was not analysed in this project), teachers’ content knowledge was defined as (Justi and Gilbert 2002a, in press): 1.1 Knowledge about models: what a model is, the use to which it can be put, the entities of which it consists,…”
Models and Modelling in Physics Education: A Critical Re-analysis of Philosophical Underpinnings and Suggestions for Revisions (2007, background): “…from the philosophical underpinnings, and apart from some very general notions of ontological realism actually make little use of the deeper notions that are contained in the philosophical views they refer to (for typical examples, see e.g. Harrison & Treagust 2000; Justi & Gilbert 2000, 2002).”
Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2012, background): “Further, they do not appreciate models’ role (Justi and Gilbert 2002 ; van Driel and Verloop 2002 ) in helping students understand the processes of both the construction and the use of models in science (Crawford and Cullin 2004 ).”
Teachers' views on the nature of models (2003, background): “…in Brazil and in the UK in which we investigated teachers’ and student teachers’ views on: (i) the nature of models (reported here); (ii) modelling and the education of modellers (Justi and Gilbert 2002a); and (iii) the use of models and modelling in science teaching (Justi and Gilbert 2002b).”
Representational Translation With Concrete Models in Organic Chemistry (2012, result): “Moreover, they are consistent with the general assumption among chemistry educators about use of molecular models (Justi & Gilbert, 2002).”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, methodology): “To address these questions, the modelling process of Justi and Gilbert (2002) was used to express a model of factors affecting students’ ability to interpret ERs in biochemistry.”
What Teachers of Science Need to Know about Models: An overview (2011, background): “In fact, science teachers employ a number of models to teach students science, even though they do not always realise the value of using models in the science classroom (Justi & Gilbert, 2002a, b; van Driel & Verloop, 1999, 2002).”