Developing Models in Science Education
By J. Gilbert, Carolyn J. Boulter. 2000
433 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/d2202a78537da37b6143d92263cbaddb13f695dd
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In Education
Citations in the corpus
- What Teachers of Science Need to Know about Models: An overview (2011, background): “Given the model-based philosophical stance towards scientific theory and enquiry, science education researchers have awoken to model-based approaches to teaching and learning science in schools (e.g. Clement, 2000; Gilbert, 2005b; Gilbert & Boulter, 2000; Gilbert, Reiner, & Nakhleh, 2008).”
- The role of models/and analogies in science education: implications from research (2005, background): “Definitions and use of models and analogies in science and science education A model is a representation of an idea, object, event, process or a system (Gilbert and Boulter 2000).”
- Are representations to be provided or generated in primary mathematics education? Effects on transfer (2009, background): “Representations play a major role in problem solving (Anderson, 1995; Gilbert & Boulter, 2000; Schnotz & Bannert, 2003; Sternberg, 1994).”
- A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning (2019, methodology): “If the conceptual analysis of perspective taking yields attributes or dimensions that are consistent with a classification scheme for perspective taking activities, then a typology (Gilbert & Boulter, 2000) of SSPT will be developed.”
- Experienced teachers' knowledge of teaching and learning of models and modelling in science education (2002, background): “In addition, children’s mental models have been studied in terms of their main features and how they are constructed (Franco and Colinvaux 2000).”
- A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives (2010, background): “The many mechanisms explored for supporting conceptual change include mental models and model-based reasoning (Clement, 2000; Gilbert & Boulter, 2000; Harrison & Treagust, 2000; Justi & Gilbert, 2003), reasoning through analogies (Harrison & Treagust, 1993), and cognitive conflict.”