Fostering Students' Epistemologies of Models via Authentic Model-Based Tasks

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Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry (2011, methodology): “Lastly, Gobert and colleagues’ curriculum (Gobert & Pallant, 2004; Gobert, Slotta, et al., 2002; Gobert, Snyder, et al., 2002), which provided students with instruction about the nature of models in addition to engaging them in model-based inquiry tasks, yielded gains in students’ open-response…”
What Teachers of Science Need to Know about Models: An overview (2011, background): “…evidence has been reported for positive effects of model-based pedagogies on science learning across different subject areas and grade levels (e.g. Gobert & Clement, 1999; Gobert & Pallant, 2004; Khan, 2007; Rotbain, Marbach-Ad, & Stavy, 2006; Schwarz & Gwekwerere, 2007; Schwarz & White, 2005).”
Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2012, unknown): “The significance of this is supported by the findings of Gobert and Pallant ( 2004 ) which illustrated the impact of students’ model epistemologies.”