Experienced teachers' knowledge of teaching and learning of models and modelling in science education

By J. V. van Driel, N. Verloop. 2002

197 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/886c0d46917ca04a20131408f743f0f73462f2d6

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In Developmental and Educational Psychology

In Education

Citations in the corpus

What Teachers of Science Need to Know about Models: An overview (2011, methodology): “…that teachers’ perceptions of models were complex and sometimes inconsistent and that they adopted different approaches to using models in their instructions, depending on their knowledge, beliefs and experiences (Justi & Gilbert, 2003; Henze, van Driel, & Verloop, 2007; van Driel & Verloop, 2002).”
Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry (2006, background): “Van Driel and Verloop (2002) found that teachers rarely mentioned how models are used in making predictions or used as tools for obtaining information about targets that are inaccessible to direct observation.”
Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2012, background): “Moreover, teachers rarely see models’ role in making predictions or as tools for obtaining information about parts of physical systems that are inaccessible through direct observation (Justi and Gilbert 2002; van Driel and Verloop 2002).”
Experienced Teachers’ Pedagogical Content Knowledge of Teaching Acid–base Chemistry (2008, background): “Further, research has also revealed that teachers’ knowledge about models in general in science and use of these models varies (cf. Van Driel and Verloop 1999, 2002 ).”
Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression (2013, background): “If we believe that modelling practice is a core issue in science education (e.g. Duschl et al., 2007; Van Driel & Verloop, 2002), we need to encourage model-based instruction that helps students develop both meta-modelling knowledge and modelling practices.”
Models and Modelling in Physics Education: A Critical Re-analysis of Philosophical Underpinnings and Suggestions for Revisions (2007, background): “…affect future curricula, instructional methods, and teaching and learning in general (Gobert & Buckley 2000; Justi & Gilbert 2000; Izquierdo-Aymerich & Adúriz-Bravo 2003), as well as teachers’ conceptions of the nature of scientific knowledge (Justi & Gilbert 2002; Van Driel & Verloop 2002).”