Developing Models in Science Education

Abstract

Preface. Acknowledgements. Section One: On the Nature and Significance of Models. 1. Positioning Models in Science Education and in Design and Technology Education J.K. Gilbert, et al. 2. Science and Education: Notions of Reality, Theory and Model J.K. Gilbert, et al. 3. Constructing a Typology of Models for Science Education C.J. Boulter, B.C. Buckley. 4. Mathematical Models in Science D. Malvern. Section Two: The Development of Mental Models. 5. Grasping Mental Models C. Franco, D. Colinvaux. 6. Investigating the Role of Representations and Expressed Models in Building Mental Models B.C. Buckley, C.J. Boulter. 7. Modelling and Creativity in Design and Technology Education R. Elmer, T. Davies. 8. Thought Experiments and Embodied Cognition M. Reiner. 9. Computers and the Development of Mental Models P. Carmichael. Section Three: Teaching and Learning Consensus Models. 10. Explanations with Models in Science Education J.K. Gilbert, et al. 11. Teaching with Historical Models R.S. Justi. 12. Models in Explanations of Chemistry: The Case of Acidity J. Oversby. 13. Models in the Explanations of Physics: The Case of Light M. Rutherford. 14. The Role of Models in Biotechnology Education: An Analysis of Teaching Models B. France. 15. Language, Models and Modelling in the Primary Science Classroom C.J. Boulter. 16. Teaching and Learning about Chemistry and Modelling with a Computer Managed Modelling System N. Barnea.17. The Structure and Development of Science Teachers' Pedagogical Models: Implications for Teacher Education E. Zimmerman. 18. Challenges and Opportunities C.J. Boulter, J.K. Gilbert. References. Index.

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