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Building on the major research interest of the authors for over 20 years, this volume reflects on what has been achieved at world-level in the demanding field of models and modeling in science education. Against a background of a justification for a focus on scientific modelling in science education, a model of modelling is presented and case studies of its teaching in classrooms are outlined in detail. In order to show what is entailed in the contribution of meta-modelling capability to an understanding about science itself, the notions of concept, argumentation, analogy and visualisation, are explored in depth. Realising that the development of a meta-capability in modelling is a complex and no doubt lengthy process, the potential form of a learning progression in it is explored and two avenues for its evolution are outlined. The penultimate chapter is concerned with the implications of modelling-based teaching for teacher professional development again drawing on the practical experience of the authors. Finally, the extensive holes in the research-based knowledge themes addressed is book are identified and an agenda of research and development to address them is identified."
Building on the major research interest of the authors for over 20 years, this volume reflects on what has been achieved at world-level in the demanding field of models and modeling in science education. Against a background of a justification for a focus on scientific modelling in science education, a model of modelling is presented and case studies of its teaching in classrooms are outlined in detail. In order to show what is entailed in the contribution of meta-modelling capability to an understanding about science itself, the notions of concept, argumentation, analogy and visualisation, are explored in depth. Realising that the development of a meta-capability in modelling is a complex and no doubt lengthy process, the potential form of a learning progression in it is explored and two avenues for its evolution are outlined. The penultimate chapter is concerned with the implications of modelling-based teaching for teacher professional development again drawing on the practical experience of the authors. Finally, the extensive holes in the research-based knowledge themes addressed is book are identified and an agenda of research and development to address them is identified."