Acher, A., Arca, M. & Sanmarti, N. (2007). Modeling as a teaching learning process for
understanding materials: A case study in primary education. Science Education, 91(3), 398–418.
Bailer-Jones, D. M. (2002). Scientists‘ thoughts on scientific models. Perspectives on Science, 10(3), 275–301.
Banilower, E., Smith, P. S., Weiss, I. R., & Pasley, J. D. (2006). The status of K-12 science teaching in the United States: Results from a national observation survey. In D. Sunal & E. Wright (Eds.), The impact of the state and national standards on K-12 science teaching (pp. 83 – 122). Greenwich, CT: Information Age Publishing.
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
Carey, S., Evans, R., Honda, M., Jay, E. & Unger, C. (1989). ―An experiment is when you try it and see if it works‖: A study of 7th grade students‘ understanding of the construction of scientific knowledge. International Journal of Science Education, 11, 514 – 529.
Chinn, C., and Malhotra, B. (2002) Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175 – 218.
Fortus, D., Krajcik, J., Dershimer, R.C., Marx, R.W. & Mamlok-Naaman, R. (2005). Design- based science and real-world problem-solving. International Journal of Science Education, 27(7), 855–879. FOSS (Full Option Science System). Retrieved on July 28, 2011, from http://lhsfoss.org/fossweb/schools/teachervideos/3_4/HumanBody_flash.html/.
Giere, R. N. (1999). Using models to represent reality. In L. Magnani, N. J. Nersessian, & P. Thagard (Eds.), Model-based reasoning in scientific discovery (pp. 41–57). New York: Kluwer Academic/Plenum Press.
Gilbert, J.K. & Boulter, C.J. (1998). Learning science through models and modelling. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education (pp. 53–56). London: Kluwer Academic.
Grandy, R. (2003). What are models and why do we need them? Science & Education, 12, 773–777.
Grosslight, L., Unger, C., Jay, E. & Smith, C.L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799–822.
Harrison, A.G. & Treagust, D.F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011–1026.
Haugwitz, M. & Sandmann, A. (2010). Collaborative modelling of the vascular system – designing and evaluating a new learning method for secondary students. Journal of Biological Education, 44(3), 136-140.
Justi, R. & Gilbert, J. K. (2002). Science teachers‘ knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273–1292.
Lee, Y. C. (2004) There is more to the dissection of a pig‘s heart. Journal of Biological Education, 38 (4) 172-177.
Lehrer, R. & Schauble, L. (2000). Modeling in mathematics and science. In R. Glaser (Ed.), Advances in instructional psychology: Volume 5: Educational design and cognitive science (pp. 101 – 159). Mahwah, NJ: Erlbaum.
Lesh, R. & Doerr, H.M. (2003). Foundations of models and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh & H.M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 3–33). Mahwah, NJ: Erlbaum.
Lesh, R., Hoover, M., Hole, B., Kelly, A. & Post, T. (2000b). Principles for developing thought revealing activities for students and teachers. In A. Kelly & R. Lesh (Eds.), The handbook of research design in mathematics and science education (pp. 591 – 646). Mahwah, NJ: Erlbaum.
Magnani, L., & Nersessian, N. J. (Eds.) (2002). Model-based reasoning: Science, technology, values. New York: Kluwer Academic/Plenum Press.
NRC (National Research Council). (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press.
Rotbain, Y., Marbach-Ad, G. & Stavy, R. (2006). Effect of bead and illustrations models on high school students‘ achievement in molecular genetics. Journal of Research in Science Teaching, 43(5), 500-529.
Schauble, L., Glaser, R., Duschl, R., Schulze, S. & John, J. (1995). Students‘ understanding of the objectives and procedures of experimentation in the science classroom. Journal of the Learning Sciences, 4(2), 131 – 166.
Schwarz, C.V. (2002). Is there a connection? The role of meta-modeling knowledge in learning with models. In P. Bell, R. Stevens, & T. Satwicz (Eds.). Keeping learning complex: The Proceedings of the Fifth International Conference of the Learning Sciences (ICLS). Mahwah, NJ: Erlbaum.
Schwarz, C.V. & Gwekwerere, Y.N. (2007). Using a guided inquiry and modeling instructional framework (EIMA) to support pre-service K-8 science teaching. Science Education, 91(1),
Schwarz, C. V. & White, B. Y. (2005). Metamodeling knowledge: Developing students‘ understanding of scientific modeling. Cognition and Instruction, 23(2), 165 – 205.
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Acher, A., Fortus, D., Shwartz, Y., Hug, B. & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632–654.
Snir, J., Smith, C.L., & Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate nature of matter. Science Education, 87(6), 794–830.
Spitulnik, M.W., Krajcik, J., & Soloway, E. (1999). Construction of models to promote scientific understanding. In W. Feurzeig & N. Roberts (Eds.), Modeling and simulation in science and mathematics education (pp. 70–94). New York: Springer-Verlag.
Stewart, J., Hafner, R., Johnson, S., & Finkel E. (1992). Science as model-building: Computers and high school genetics. Educational Psychologist, 27(3), 317 – 336.
Stewart, J., Cartier, J.L. & Passmore, C.M. (2005). Developing understanding through model- based inquiry. In M.S. Donovan & J.D. Bransford (Eds.), How students learn (pp. 515– 565). Washington, DC: National Research Council.
Van der Valk, T., Van Driel, J. H., & De Vos, W. (2007). Common characteristics of models
in present-day scientific practice. Research in Science Education, 37, 469–488.
Van Driel, F.H. & Verloop, N. (2002). Experienced teachers‘ knowledge of teaching and
learning of models and modeling in science education. International Journal of Science
Education, 24, 1255–1272.
Wilensky, U. & Reisman, K. (2006). Thinking like a wolf, a sheep, or a firefly: Learning biology through constructing and testing computational theories - an embodied modeling approach. Cognition and Instruction, 24(2), 171–209.
Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the Scientific Method: Model- Based Inquiry as a New Paradigm of Preference for School Science Investigations. Science Education, 92, 941 – 967.
Acher, A., Arca, M. & Sanmarti, N. (2007). Modeling as a teaching learning process for
understanding materials: A case study in primary education. Science Education, 91(3), 398–418.
Bailer-Jones, D. M. (2002). Scientists‘ thoughts on scientific models. Perspectives on Science, 10(3), 275–301.
Banilower, E., Smith, P. S., Weiss, I. R., & Pasley, J. D. (2006). The status of K-12 science teaching in the United States: Results from a national observation survey. In D. Sunal & E. Wright (Eds.), The impact of the state and national standards on K-12 science teaching (pp. 83 – 122). Greenwich, CT: Information Age Publishing.
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
Carey, S., Evans, R., Honda, M., Jay, E. & Unger, C. (1989). ―An experiment is when you try it and see if it works‖: A study of 7th grade students‘ understanding of the construction of scientific knowledge. International Journal of Science Education, 11, 514 – 529.
Chinn, C., and Malhotra, B. (2002) Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175 – 218.
Fortus, D., Krajcik, J., Dershimer, R.C., Marx, R.W. & Mamlok-Naaman, R. (2005). Design- based science and real-world problem-solving. International Journal of Science Education, 27(7), 855–879. FOSS (Full Option Science System). Retrieved on July 28, 2011, from http://lhsfoss.org/fossweb/schools/teachervideos/3_4/HumanBody_flash.html/.
Giere, R. N. (1999). Using models to represent reality. In L. Magnani, N. J. Nersessian, & P. Thagard (Eds.), Model-based reasoning in scientific discovery (pp. 41–57). New York: Kluwer Academic/Plenum Press.
Gilbert, J.K. & Boulter, C.J. (1998). Learning science through models and modelling. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education (pp. 53–56). London: Kluwer Academic.
Grandy, R. (2003). What are models and why do we need them? Science & Education, 12, 773–777.
Grosslight, L., Unger, C., Jay, E. & Smith, C.L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799–822.
Harrison, A.G. & Treagust, D.F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011–1026.
Haugwitz, M. & Sandmann, A. (2010). Collaborative modelling of the vascular system – designing and evaluating a new learning method for secondary students. Journal of Biological Education, 44(3), 136-140.
Justi, R. & Gilbert, J. K. (2002). Science teachers‘ knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273–1292.
Lee, Y. C. (2004) There is more to the dissection of a pig‘s heart. Journal of Biological Education, 38 (4) 172-177.
Lehrer, R. & Schauble, L. (2000). Modeling in mathematics and science. In R. Glaser (Ed.), Advances in instructional psychology: Volume 5: Educational design and cognitive science (pp. 101 – 159). Mahwah, NJ: Erlbaum.
Lesh, R. & Doerr, H.M. (2003). Foundations of models and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh & H.M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 3–33). Mahwah, NJ: Erlbaum.
Lesh, R., Hoover, M., Hole, B., Kelly, A. & Post, T. (2000b). Principles for developing thought revealing activities for students and teachers. In A. Kelly & R. Lesh (Eds.), The handbook of research design in mathematics and science education (pp. 591 – 646). Mahwah, NJ: Erlbaum.
Magnani, L., & Nersessian, N. J. (Eds.) (2002). Model-based reasoning: Science, technology, values. New York: Kluwer Academic/Plenum Press.
NRC (National Research Council). (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press.
Rotbain, Y., Marbach-Ad, G. & Stavy, R. (2006). Effect of bead and illustrations models on high school students‘ achievement in molecular genetics. Journal of Research in Science Teaching, 43(5), 500-529.
Schauble, L., Glaser, R., Duschl, R., Schulze, S. & John, J. (1995). Students‘ understanding of the objectives and procedures of experimentation in the science classroom. Journal of the Learning Sciences, 4(2), 131 – 166.
Schwarz, C.V. (2002). Is there a connection? The role of meta-modeling knowledge in learning with models. In P. Bell, R. Stevens, & T. Satwicz (Eds.). Keeping learning complex: The Proceedings of the Fifth International Conference of the Learning Sciences (ICLS). Mahwah, NJ: Erlbaum.
Schwarz, C.V. & Gwekwerere, Y.N. (2007). Using a guided inquiry and modeling instructional framework (EIMA) to support pre-service K-8 science teaching. Science Education, 91(1),
Schwarz, C. V. & White, B. Y. (2005). Metamodeling knowledge: Developing students‘ understanding of scientific modeling. Cognition and Instruction, 23(2), 165 – 205.
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Acher, A., Fortus, D., Shwartz, Y., Hug, B. & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632–654.
Snir, J., Smith, C.L., & Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate nature of matter. Science Education, 87(6), 794–830.
Spitulnik, M.W., Krajcik, J., & Soloway, E. (1999). Construction of models to promote scientific understanding. In W. Feurzeig & N. Roberts (Eds.), Modeling and simulation in science and mathematics education (pp. 70–94). New York: Springer-Verlag.
Stewart, J., Hafner, R., Johnson, S., & Finkel E. (1992). Science as model-building: Computers and high school genetics. Educational Psychologist, 27(3), 317 – 336.
Stewart, J., Cartier, J.L. & Passmore, C.M. (2005). Developing understanding through model- based inquiry. In M.S. Donovan & J.D. Bransford (Eds.), How students learn (pp. 515– 565). Washington, DC: National Research Council.
Van der Valk, T., Van Driel, J. H., & De Vos, W. (2007). Common characteristics of models
in present-day scientific practice. Research in Science Education, 37, 469–488.
Van Driel, F.H. & Verloop, N. (2002). Experienced teachers‘ knowledge of teaching and
learning of models and modeling in science education. International Journal of Science
Education, 24, 1255–1272.
Wilensky, U. & Reisman, K. (2006). Thinking like a wolf, a sheep, or a firefly: Learning biology through constructing and testing computational theories - an embodied modeling approach. Cognition and Instruction, 24(2), 171–209.
Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the Scientific Method: Model- Based Inquiry as a New Paradigm of Preference for School Science Investigations. Science Education, 92, 941 – 967.
Chabalengula, V. M., & Mumba, F. (2012). Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction. International Journal Of Biology Education, 2(1), 1-24.
AMA
Chabalengula VM, Mumba F. Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction. International Journal Of Biology Education. Haziran 2012;2(1):1-24.
Chicago
Chabalengula, Vivien Mweene, ve Frackson Mumba. “Promoting Biological Knowledge Generation Using Model-Based Inquiry Instruction”. International Journal Of Biology Education 2, sy. 1 (Haziran 2012): 1-24.
EndNote
Chabalengula VM, Mumba F (01 Haziran 2012) Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction. International Journal Of Biology Education 2 1 1–24.
IEEE
V. M. Chabalengula ve F. Mumba, “Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction”, International Journal Of Biology Education, c. 2, sy. 1, ss. 1–24, 2012.
ISNAD
Chabalengula, Vivien Mweene - Mumba, Frackson. “Promoting Biological Knowledge Generation Using Model-Based Inquiry Instruction”. International Journal Of Biology Education 2/1 (Haziran 2012), 1-24.
JAMA
Chabalengula VM, Mumba F. Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction. International Journal Of Biology Education. 2012;2:1–24.
MLA
Chabalengula, Vivien Mweene ve Frackson Mumba. “Promoting Biological Knowledge Generation Using Model-Based Inquiry Instruction”. International Journal Of Biology Education, c. 2, sy. 1, 2012, ss. 1-24.
Vancouver
Chabalengula VM, Mumba F. Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction. International Journal Of Biology Education. 2012;2(1):1-24.