Hardcover. The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified. The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Bibliographic Details

Title: Towards a Competence-Based View on Models and Modeling in Science Education (Hardcover)
Publisher: Springer Nature Switzerland AG, Cham
Publication Date: 2020
Language: English
ISBN 10: 3030302547
ISBN 13: 9783030302542
Binding: Hardcover
Condition: new

About this title

Synopsis

The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.

About the Author

Annette Upmeier zu Belzen is a professor of biology education at Humboldt-Universit�t zu Berlin, Germany. After studies in biology, psychology and pedagogy she obtained a state exam in 1993 and a PhD on biology-oriented interests at Westf�lische Wilhelms-Universit�t M�nster in 1997. From 1997 to 2005 she worked as a junior researcher in M�nster, in 2005 she was appointed full professor of science education in Berlin. Her research focuses on scientific reasoning and scientific inquiry, in particular in the process of modeling. She works on competence models and competence assessment as well as on competence-oriented teaching in secondary and higher education. She is engaged in the promotion of young scientists within in doctoral programs and is an editor of journals in the field of science education.

Dirk Kr�ger is a professor of biology education at Freie Universit�t Berlin, Germany. After studies in biology and mathematics he obtained 1986 a state exam, endedhis traineeship in 1992, and was a teacher until 1997. In 1996 he obtained a PhD in biology at the Institute of Applied Genetics of Leibniz University Hannover. From 1997 to 2003 he worked as a research assistant in Hannover, in 2003 he was appointed a junior professor, in 2006 a full professor of biology education at Freie Universit�t Berlin. His research focuses on scientific reasoning and scientific inquiry, in particular in the process of modelling. He works on competence models and competence assessment as well as on competence-oriented teaching in secondary and higher education. He is an co-editor of fundamental theoretical and methodological books in science education at Springer and of a journal in the field of science education.

Jan van Driel is a professor of science education at Melbourne Graduate School of Education, University of Melbourne. After obtaining a Master’s degree in chemistry (1984), he worked as a teacher of chemistry in a secondary school. He did a PhD at Utrecht University, The Netherlands, which focused on the teaching and learning of chemical equilibrium. From 1995–2016, he worked at ICLON – Leiden University Graduate School of Teaching; in 2006 he was appointed full professor of science education. From 2010–2016, he was the director of ICLON, until moving to the University of Melbourne in September 2016. His research focuses on science teachers’ knowledge and beliefs and their development in the context of pre-service education and educational reform.

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