Integrates social and cognitive perspectives for explaining science instruction
Describes teaching methods that develop deep understanding and that are midway between pure discovery and lecture approaches
Deepens our theory of instruction by developing diagramming systems for tracking model based learning in classrooms
Anyone involved in science education will find that this text can enhance their pedagogical practice.
It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction.
What´s more, it presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms.
Within these settings and subject areas, key concepts such as the structure of the lungs or cells, molecular structures and reaction mechanisms, or causes of current flow in electricity, have been notoriously difficult for many students to learn.
The studies presented in this book focus on a variety of successful teaching strategies, such as discrepant questioning, analogies, animations, model competition, and hands-on activities.
Five different levels of teaching strategies are described, from those implemented over months (e.g., designing the sequence of units in a curriculum) to those implemented over minutes (e.g., tactics for guiding discussions).
Introduction: A 'Hidden World' Of Nonformal Expert Reasoning 1.1 Why Study Nonformal Reasoning? 1.2 The Background From Which I Approached This Work 1.3 Methodology: Qualitative Nature Of The Study 1.4 General Features Of The Deillegalscriptive Methodology Used 1.5 General Theoretical Framework 1.6 Section Summaries And Approaches To Reading This Book PART ONE: ANALOGIES, MODELS AND CREATIVE LEARNING IN EXPERTS AND STUDENTS SECTION I: EXPERT REASONING AND LEARNING VIA ANALOGY 2 Major Subprocesses Involved in Spontaneous Analogical Reasoning 2.1 Some Major Issues in Analogical Reasoning 2.2 Method of Study 2.3 Initial Observations from Tranillegalscripts 2.4 Major processes used in analogical reasoning 2.5 Conclusion 3 Methods Experts Use to Generate Analogies 3.1 Introduction 3.2 Definitions of Basic Concepts and Observations 3.3 Discussion 4 Methods Experts Use to Evaluate an Analogy Relation 4.1 The Importance of Establishing the Validity of an Analogy Relation 4.2 Examples from Case Studies 4.3 Analogy Evaluation in the Doughnut Problem 4.4 Discussion of Findings and Connections to History of Science 4.5 Summary 5 Expert Methods for Developing an Understanding of the Analogous Case and Transferring Findings 5.1 Evaluating and Developing Understanding of the Analogous Case. 5.2 Transferring Findings 5.3 Summary on Creative Analogy Generation SECTION II: MODEL CONSTRUCTION AND SCIENTIFIC INSIGHT IN EXPERTS 6 Case Study of Model Construction Cycles in Expert Reasoning 6.1 Introduction 6.2 Background Questions from Philosophy of Science 6.3 How Are Theoretical Hypotheses Formed in the Individual Scientist? 6.4 Protocol Evidence on Construction Cycles That Use Analogies 6.5 Summary of Evidence For AModel Construction Cycle as A Non-Inductive Source for Hypotheses 6.6 Major Nonformal Reasoning Patterns in the Preceding Chapters 7 Creativity and Scientific Insight in the Case Study for S2 7.1 Eureka or Accretion? The Presence of Insight in S2´s Protocol 7.2 Creative Mental Processes 7.3 Darwin´s Theory of Natural Selection 7.4 Initial List of Features of Creative Thinking from this Case Study and Remaining Challenges SECTION III: NONFORMAL REASONING IN STUDENTS AND IMPLICATIONS FOR INSTRUCTION 8 Spontaneous Analogies Generated by Students Solving Science Problems 8.1 Use of Analogies by Students 8.2 Conclusion 8.3 Appendix: Examples of Problems and Spontaneous Analogies 9 Case Study of a Student who Counters and Improves his own Misconception by Generating a Chain of Analogies 9.1 Spontaneous Analogies in a Student´s Problem Solution 9.2 Conclusion 10 Using Analogies and Models in Instruction to Deal with Students Preconceptions 10.1 Introduction 10.2 Teaching Strategy 10.3 Teaching Interviews 10.4 Applications to Classroom Teaching 10.5 Conclusion 10.5.2 Explanatory Models vs. Specific Analogous Cases PART TWO: ADVANCED USES OF IMAGERY AND PLAUSIBLE REASONING IN SCIENCE AND MATHEMATICS SECTION IV: IMAGERY AND PHYSICAL INTUITION IN EXPERTS AND STUDENTS 11 Analogy, Extreme Cases, and Spatial Transformations in Mathematical Problem Solving by Experts 11.1 Introduction 11.2 Case Study of Analogical Reasoning in a Mathematics Problem 11.3 Results on the Use of Analogies for Eight Subjects 11.4 Other Creative Non-formal Reasoning Processes 11.5 Discussion 11.6 Conclusion 12 Depictive Gestures and Other Case Study Evidence for Mental Simulation in Experts and Students 12.1 Introduction 12.2
This book describes new, model based teaching methods for science instruction. It presents research that describes these new methods in a very diverse group of settings: middle school biology, high school physics, and college chemistry classrooms. Mental models in these areas such as understanding the structure of the lungs or cells, molecular structures and reaction mechanisms in chemistry, or causes of current flow in electricity are notoriously difficult for many students to learn. Yet these lie at the core of conceptual understanding in these areas. The studies focus on a variety of teaching strategies such as discrepant questioning, analogies, animations, model competition, and hands on activities. Five different levels of organization for teaching strategies are described, from those operating over months (design of the sequence of units in a curriculum) to those operating over minutes ( teaching tactics for guiding discussion minute by minute).
It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction. It presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms.
This book describes new, model based teaching methods for science instruction. It presents research that describes these new methods in a very diverse group of settings: middle school biology, high school physics, and college chemistry classrooms. Mental models in these areas such as understanding the structure of the lungs or cells, molecular structures and reaction mechanisms in chemistry, or causes of current flow in electricity are notoriously difficult for many students to learn. Yet these lie at the core of conceptual understanding in these areas. The studies focus on a variety of teaching strategies such as discrepant questioning, analogies, animations, model competition, and hands on activities. Five different levels of organization for teaching strategies are described, from those operating over months (design of the sequence of units in a curriculum) to those operating over minutes (teaching tactics for guiding discussion minute by minute).
Basic Concepts and Background for Model Based Learning.- Student/Teacher Co-construction of Visualizable Models in Large Group Discussion.- An Instructional Model Derived from Model Construction and Criticism Theory.- to Model Based Teaching Strategies.- Determining Target Models and Effective Learning Pathways for Developing Understanding of Biological Topics.- Co-construction and Model Evolution in Chemistry.- Target Model Sequence and Critical Learning Pathway for an Electricity Curriculum Based on Model Evolution.- Case Study of Model Evolution in Electricity: Learning from Both Observations and Analogies.- Qualitative Research on Specific Strategies.- A Competition Strategy and Other Modes for Developing Mental Models in Large Group Discussion.- What If Scenarios For Testing Student Models in Chemistry.- Applying Modeling Theory to Curriculum Development: From Electric Circuits to Electromagnetic Fields.- Developing Complex Mental Models in Biology Through Model Evolution.- Role of Discrepant Questioning Leading to Model Element Modification.- Using Analogies in Science Teaching and Curriculum Design: Some Guidelines.- Model Based Reasoning Among Inner City Middle School Students.- Six Levels of Organization for Curriculum Design and Teaching.
Anyone involved in science education will find that this text can enhance their pedagogical practice.
It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction.
What's more, it presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms.
Within these settings and subject areas, key concepts such as the structure of the lungs or cells, molecular structures and reaction mechanisms, or causes of current flow in electricity, have been notoriously difficult for many students to learn.
The studies presented in this book focus on a variety of successful teaching strategies, such as discrepant questioning, analogies, animations, model competition, and hands-on activities.
Five different levels of teaching strategies are described, from those implemented over months (e.g., designing the sequence of units in a curriculum) to those implemented over minutes (e.g., tactics for guiding discussions).
Inhaltsverzeichnis
Introduction: A 'Hidden World' Of Nonformal Expert Reasoning 1.1 Why Study Nonformal Reasoning? 1.2 The Background From Which I Approached This Work 1.3 Methodology: Qualitative Nature Of The Study 1.4 General Features Of The Deillegalscriptive Methodology Used 1.5 General Theoretical Framework 1.6 Section Summaries And Approaches To Reading This Book PART ONE: ANALOGIES, MODELS AND CREATIVE LEARNING IN EXPERTS AND STUDENTS SECTION I: EXPERT REASONING AND LEARNING VIA ANALOGY 2 Major Subprocesses Involved in Spontaneous Analogical Reasoning 2.1 Some Major Issues in Analogical Reasoning 2.2 Method of Study 2.3 Initial Observations from Tranillegalscripts 2.4 Major processes used in analogical reasoning 2.5 Conclusion 3 Methods Experts Use to Generate Analogies 3.1 Introduction 3.2 Definitions of Basic Concepts and Observations 3.3 Discussion 4 Methods Experts Use to Evaluate an Analogy Relation 4.1 The Importance of Establishing the Validity of an Analogy Relation 4.2 Examples from Case Studies 4.3 Analogy Evaluation in the Doughnut Problem 4.4 Discussion of Findings and Connections to History of Science 4.5 Summary 5 Expert Methods for Developing an Understanding of the Analogous Case and Transferring Findings 5.1 Evaluating and Developing Understanding of the Analogous Case. 5.2 Transferring Findings 5.3 Summary on Creative Analogy Generation SECTION II: MODEL CONSTRUCTION AND SCIENTIFIC INSIGHT IN EXPERTS 6 Case Study of Model Construction Cycles in Expert Reasoning 6.1 Introduction 6.2 Background Questions from Philosophy of Science 6.3 How Are Theoretical Hypotheses Formed in the Individual Scientist? 6.4 Protocol Evidence on Construction Cycles That Use Analogies 6.5 Summary of Evidence For AModel Construction Cycle as A Non-Inductive Source for Hypotheses 6.6 Major Nonformal Reasoning Patterns in the Preceding Chapters 7 Creativity and Scientific Insight in the Case Study for S2 7.1 Eureka or Accretion? The Presence of Insight in S2¿s Protocol 7.2 Creative Mental Processes 7.3 Darwin¿s Theory of Natural Selection 7.4 Initial List of Features of Creative Thinking from this Case Study and Remaining Challenges SECTION III: NONFORMAL REASONING IN STUDENTS AND IMPLICATIONS FOR INSTRUCTION 8 Spontaneous Analogies Generated by Students Solving Science Problems 8.1 Use of Analogies by Students 8.2 Conclusion 8.3 Appendix: Examples of Problems and Spontaneous Analogies 9 Case Study of a Student who Counters and Improves his own Misconception by Generating a Chain of Analogies 9.1 Spontaneous Analogies in a Student¿s Problem Solution 9.2 Conclusion 10 Using Analogies and Models in Instruction to Deal with Students Preconceptions 10.1 Introduction 10.2 Teaching Strategy 10.3 Teaching Interviews 10.4 Applications to Classroom Teaching 10.5 Conclusion 10.5.2 Explanatory Models vs. Specific Analogous Cases PART TWO: ADVANCED USES OF IMAGERY AND PLAUSIBLE REASONING IN SCIENCE AND MATHEMATICS SECTION IV: IMAGERY AND PHYSICAL INTUITION IN EXPERTS AND STUDENTS 11 Analogy, Extreme Cases, and Spatial Transformations in Mathematical Problem Solving by Experts 11.1 Introduction 11.2 Case Study of Analogical Reasoning in a Mathematics Problem 11.3 Results on the Use of Analogies for Eight Subjects 11.4 Other Creative Non-formal Reasoning Processes 11.5 Discussion 11.6 Conclusion 12 Depictive Gestures and Other Case Study Evidence for Mental Simulation in Experts and Students 12.1 Introduction 12.2
Klappentext
Anyone involved in science education will find that this text can enhance their pedagogical practice. It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction. It presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms. They offer practical tips for teaching the toughest of key concepts.
Anyone involved in science education will find that this text can enhance their pedagogical practice.
It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction.
What's more, it presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms.
Within these settings and subject areas, key concepts such as the structure of the lungs or cells, molecular structures and reaction mechanisms, or causes of current flow in electricity, have been notoriously difficult for many students to learn.
The studies presented in this book focus on a variety of successful teaching strategies, such as discrepant questioning, analogies, animations, model competition, and hands-on activities.
Five different levels of teaching strategies are described, from those implemented over months (e.g., designing the sequence of units in a curriculum) to those implemented over minutes (e.g., tactics for guiding discussions).
