Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K‐8 science teaching

By Christina V. Schwarz, Y. Gwekwerere. 2007

219 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/b438a4dfb00f2ba4a3b202f40baa1d22843707d3

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “Some studies have found that presenting teachers with curriculum design principles can help them attend to core features of particular frameworks for teaching and learning (Bybee, 1997; Edelson, 2001; Schwarz & Gwekwerere, 2007).”
Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2012, background): “…in learning and teaching for and about science, research findings suggest that a large proportion of science teachers do not appreciate modeling as an authentic inquiry-based approach in science and, thus, they fail to ground MbL in science on inquiry principles (Schwarz and Gwekwerere 2007).”
What Teachers of Science Need to Know about Models: An overview (2011, methodology): “Schwarz and colleagues (Schwarz & Gwekwerere, 2007; Schwarz & White, 2005) argued that the modelling process in modern science involved embodying key aspects of theory and data into a model, evaluating the model using several criteria and revising the model to accommodate new theoretical ideas or…”
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009, background): “Furthermore, constructing models as supporting sensemaking (helping the modelers figure out a phenomenon) is new to most teachers, who think of models created by students as ways to demonstrate understanding they have acquired in another context (Schwarz & Gwekwerere, 2007).”
Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry (2011, background): “In terms of intervention studies designed to promote students’ understandings of models, Schwarz and White (2005) showed that the METT (Model-enhanced ThinkerTools) curriculum, which was designed to teach about the nature of models, was successful at clarifying and broadening students’ understanding”
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “Indeed many recommendations for effective inquiry in science education mention use of guidance and scaffolds (Lewis & Lewis, 2005; Schwarz & Gwekwerere, 2007; Moog & Spencer, 2008).”