Metamodeling Knowledge: Developing Students' Understanding of Scientific Modeling

By Christina V. Schwarz, Barbara Y. White. 2005

546 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/baac90637f7d95a0922090cda9a3c0d34958f31b

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In Developmental and Educational Psychology

In Education

In Media Technology

Citations in the corpus

Learners' Epistemic Criteria for Good Scientific Models. (2011, methodology): “Other research explores scaffolds that support understanding of an inquiry cycle for modeling (e.g., Schwarz & White, 2005; Schwarz et al., 2009) and meta-awareness of core reasoning processes (White & Frederiksen, 1998).”
Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2017, background): “Yet, despite the significance of modeling to the scientific enterprise as a style STYLES OF SCIENTIFIC REASONING 34 of reasoning, it is rarely discussed explicitly within science education (Justi & Gilbert, 2002; Schwarz & White, 2005).”
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’…”
Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry (2006, background): “Gains in integrated content knowledge and knowledge of inquiry through model-grounded investigations have also been documented at the middle school (see Schwarz & White, 2005) and high school (see Cartier, 2000, and Wells, Hestenes, & Swackhamer, 1995) levels.”
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009, background): “Knowing the forms and purposes of models and criteria for evaluating them can help guide learners in more successful and reflective use of models in scientific reasoning (Schwarz, 2002; Schwarz & White, 2005); thus, metamodeling knowledge is integrally connected to the elements of modeling practice.”
Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression (2013, background): “Schwarz and White (2005) call this epistemological knowledge meta-modelling knowledge.”
The Next Generation Science Standards: The Features and Challenges (2014, unknown): “…education research also recognize the importance of this vision to integrate practice with content (Carey, 1985; Corcoran, Mosher, & Rogat, 2009; Duschl, 2008; Hofstein & Lunetta, 2004; Kuhn, 1993; Metz, 1995; NRC, 1999, 2002, 2006, 2007; Schmidt, Wang, & McKnight, 2005; Schwarz & White, 2005).”
Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2012, background): “Similarly, Schwarz and White ( 2005 ) indicate that in addition to learning about models and the process of creating and testing models, learning about the nature, purpose and utility of scientific models should also be a central focus of MbL in science education.”
What Teachers of Science Need to Know about Models: An overview (2011, methodology): “…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).”