MTSE Synopsis

MTSE Synopsis - Modeling Theory in Science Education...

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Modeling Theory in Science Education Ibrahim A. Halloun Kluwer Academic Publishers, 2004 ISBN: 1-4020-2139-9 (HB) ISBN: 1-4020-2140-2 (e-book) The book is the culmination of over twenty years of work in the direction of developing modeling theory as a pedagogical theory for teaching and learning science at all levels. It is primarily intended for researchers and graduate students in science education, and it may serve as a major reference for in-service and pre-service science teachers. It focuses as much on course content as on instruction and learning methodology, and presents practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels. Modeling theory is originally a theory of science, a theory about scientific theory and practice. It basically asserts that models are at the core of any scientific theory and that model construction and deployment are fundamental, if not the most fundamental, processes in scientific inquiry. This book extrapolates modeling theory so as to turn it eventually into a theory of science education, a pedagogical theory that promotes experiential learning of model- laden theory and inquiry in science. As a theory of science education, modeling theory is presented in the book as grounded in a number of tenets about the nature of scientific knowledge and inquiry, as well as about learning processes in which students ought to be engaged in order to develop meaningful understanding of science. The scientific perspective is offered in Chapter 1 of the book. It emphasizes the central role of models in putting together scientific theory and of modeling in conducting various forms of scientific inquiry. Related cognitive aspects are presented in part in the same chapter and are further developed from a pedagogical perspective in Chapter 3. The emphasis in the former chapter is on the need for students to develop experiential knowledge about physical realities, knowledge that comes about mainly as the result of interplay between people own ideas about the physical world and particular patterns in this world. Special attention is paid in the book to course content. This interest is driven by the conviction that knowledge organization is crucial for effective and efficient thought and inquiry. It is also implied by the fact that we are catering to science education standards and curricula that continue to be content-driven, which the author asserts is justifiable as long as the drive for process is also there. The focus with regard to content is primarily on models and modeling
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MTSE Synopsis - Modeling Theory in Science Education...

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