Students’ perceptions of the role of models in the process of science and in the process of learning

By G. Chittleborough, David F. Treagust, Thapelo L. Mamiala, Mauro Mocerino. 2005

87 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fc3dfb7f0f99f41e545451bbfcaa9a1837cb368c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Michelle J. Barthlow
2. Laura M. O’Dwyer
3. Sharona T. Levy
4. Barbara C. Buckley
5. Uri Wilensky
6. Janice D. Gobert
7. Paul Horwitz
8. S. Watson

In Education

1. Barbara C. Buckley
2. Uri Wilensky
3. Laura M. O’Dwyer
4. Sharona T. Levy
5. Paul Horwitz
6. Michelle J. Barthlow
7. Janice D. Gobert
8. S. Watson

Citations in the corpus

• The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, methodology): “It is these changes that occur a t the p rticulate level that students have difficulty comprehending and relating to their macr oscopic observations (Çalýk, Ayas, Ebenezer, 2005; Chandrasegaran, Treagust, & Moceri no, 2007; Chittleborough et al., 2005; Ya-Wen & Hsiao-Ching, 2009).”
• Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry (2011, background): “Chittleborough, Treagust, Mamiala, and Mocerino ( 2005 ) point out that the use of models requires the learner to identify the analogue and without that connection the model has no value.”