Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science

By R. Justi, J. Gilbert. 2002

251 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bf510a60d8980ecb5a8584b54d9d4c6971427118

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In Education

Citations in the corpus

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).”
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,…”
Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry (2006, background): “Justi and Gilbert (2002), for example, questioned 39 teachers from elementary schools, middle schools, high schools, and universities.”
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).”
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009, background): “Teachers often see models as useful for teaching about science content, but not about the nature of science (Henze, Van Driel, & Verloop, 2007; Justi & Gilbert, 2002).”
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.”