Modeling for understanding in science education

Understanding Mathematics and Science Matters

Volumn , Issue , 2005, Pages 159-184

  Stewart, Jim ^a   Passmore, Cynthia ^b   Cartier, Jennifer ^c   Rudolph, John ^a   Donovan, Sam ^c  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 46849087866     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410612618     Document Type: Chapter

References (7)

1. Calley, J. ,& Jungck, J.R. (2001). Genetics construction kit (The BioQUEST LibraryVI) [Computer software]. New York: Harcourt Academic Press.
2. Carder, J. ,& Stewart, J. (2000). Teaching the nature of inquiry: Further developmentsin a high school genetics curriculum.Science and Education, 9 ,247-267.
3. Finkel, E. ,& Stewart, J. (1994). Strategies for model-revision in a high school geneticsclassroom. Mind, Culture, and Activity, 1 (3), 168-195.
4. Hafner, R. ,& Stewart, J. (1995). Revising explanatory models to accommodate geneticphenomena: Problem solving in the context of discovery. Science Education, 79 (2), 111-146.
5. Johnson, S. ,& Stewart, J. (2002).Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance. Science Education, 86, 463-480
6. National Research Council.1996). National science education standards .WashingtonDC: National Academy Press.
7. Wynne, C., Stewart, J. ,& Passmore, C. (2001). High school students' use of meiosiswhen solving genetics problems.The International Journal of Science Education, 23 (5), 501-515