Model Based Learning and Instruction in Science (Models and Modeling in Science Education, 2)
Model Based Learning and Instruction in Science by John J. Clement, published by Springer on December 13, 2007, is a comprehensive exploration of innovative teaching methods in science education. This edition spans 288 pages and is presented in English. The book describes new, model-based approaches to science instruction, focusing on research conducted in diverse educational settings, including middle school biology, high school physics, and college chemistry classrooms.
Readers will find a detailed examination of mental models that are crucial for understanding complex scientific concepts, such as the structure of lungs, molecular structures, and electrical current flow. The text discusses various teaching strategies, including discrepant questioning, analogies, animations, and hands-on activities, aimed at enhancing student comprehension. Additionally, it outlines five levels of organization for teaching strategies, ranging from long-term curriculum design to immediate classroom tactics, providing educators with practical tools for effective science instruction.
Official synopsis Publisher
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).
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