Students' understanding of the role of scientific models in learning science

By David F. Treagust, G. Chittleborough, Thapelo L. Mamiala. 2002

443 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f611344d8480d44f2170f9f2453287e0ca1314c0

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry (2011, methodology): “…understanding of models in each domain is based on the models to which they have been exposed within these respective domains, and that these may have led to different understandings of models, which were elicited on the SUMS survey 674 J. D. Gobert et al. subscales (Treagust et al., 2002).”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, background): “process (e.g., Bruner, 1986; Treagust et al., 2002), characterized by students’ constant selection, organization, integration, and encoding of information (e.”
Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding (2003, background): “The scientist, expert modeler, or teacher may forget that he or she is communicating a model, instead presenting a consensus teaching model as if it were a real entity (e.g., an atom) or a proven fact rather than as a well-established theory or model ( Treagust, Chittleborough, & Mamiala, 2002; Wel”
Students' Understanding of the Descriptive and Predictive Nature of Teaching Models in Organic Chemistry (2004, background): “Teaching models include a variety of representations that may or may not accurately portray all aspects of a phenomenon ( Treagust, Chittleborough, & Mamiala, 2002 ).”
An Exploratory Study of Teachers’ and Students’ Use of Multi‐modal Representations of Concepts in Primary Science (2006, background): “Various studies have been conducted on student learning through engagement with different representational modes, including in primary classrooms (Russell & McGuigan, 2001 ) and in senior secondary physics (Dolin, 2001 ), with the use of some forms of representation researched in depth (Glynn & Ta”
Learners' Epistemic Criteria for Good Scientific Models. (2011, methodology): “As discussed above, previous studies have provided conflicting results on students’ conceptions of modeling revolved around the role of evidence inmodeling (Grosslight et al., 1991;Treagust et al., 2002).”