BibTex RIS Kaynak Göster

Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction

Yıl 2012, Cilt: 2 Sayı: 1, 1 - 24, 01.06.2012

Öz

Kaynakça

  • 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.
Yıl 2012, Cilt: 2 Sayı: 1, 1 - 24, 01.06.2012

Öz

Kaynakça

  • 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.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Vivien Mweene Chabalengula Bu kişi benim

Frackson Mumba Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 2 Sayı: 1

Kaynak Göster

APA 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.