Students' involvement in authentic modelling practices as contexts in chemistry education

Research in Science Education

Volumn 39, Issue 5, 2009, Pages 681-700

  Prins, Gjalt T ^a,c   Bulte, Astrid M W ^a   Van Driel, Jan H ^b   Pilot, Albert ^a  

^a UTRECHT UNIVERSITY   (Netherlands)

^b LEIDEN UNIVERSITY   (Netherlands)

^c NONE   (Netherlands)

Author keywords

Authentic practices; Chemistry education; Context; Modelling; Students involvement

Indexed keywords

EID: 70350335022     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-008-9099-4     Document Type: Article

References (38)

1. Bennett, J., & Holman, J. (2002). Context-based approaches to the teaching of chemistry: What are they and what are their effects? In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical Education: Towards Research-based practice (pp. 165-184). Dordrecht: Kluwer Academic.
2. Buckley, B. C. (2000). Interactive multimedia and model-based learning in biology. International Journal of Science Education, 22(9), 895-935. doi: 10.1080/095006900416848.
3. Bulte, A. M. W., Klaassen, K., Westbroek, H. B., Stolk, M. J., Prins, G. T., Genseberger, R., et al. (2005). Modules for a new chemistry curriculum, research on a meaningful relation between contexts and concepts. In P. Nentwig, & D. Waddington (Eds.), Context based learning of science (pp. 273-299). Münster: Waxmann.
4. Bulte, A. M. W., Westbroek, H. B., De Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063-1086. doi: 10.1080/09500690600702520.
5. Carey, S. (1985). Are children fundamentally different kinds of thinkers than adults. In S. F., Chipman, J. W., Segal, R., & Glaser (Eds.), Thinking and Learning Skills (vol. 2, pp. 485-517). Hillsdale: Erlbaum.
6. Carr, M. (1984). Model confusion in chemistry. Research in Science Education, 14, 97-103. doi: 10.1007/BF02356795.
7. Clement, J. (2000). Model based learning as a key research area for science education. International Journal of Science Education, 22, 1041-1053. doi: 10.1080/095006900416901.
8. Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. The Journal of the Learning Sciences, 10 (1&2), 113-163. doi: 10.1207/ S15327809JLS10-1-2_6.
9. Edelson, D. C. (1998). Realising authentic science learning through the adaptation of scientific practice. In B. J. Fraser, & K. G. Tobin (Eds.), International Handbook of Science Education (vol. I, pp. 317-331). Dordrecht: Kluwer.
10. Erduran, S., & Duschl, R. A. (2004). Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom. Studies in Science Education, 40, 105-138. doi: 10.1080/ 03057260408560204.
11. Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2, 115-130. doi: 10.1007/s10763-004-3186-4.
12. Gilbert, J. K. (2006). On the nature of "context" in chemistry education. International Journal of Science Education, 28(9), 957-976. doi: 10.1080/09500690600702470.
13. Gilbert, J. K., & Boulter, C. J. (2000). Developing Models in Science Education. Dordrecht: Kluwer Academic.
14. Grosslight, L., Unger, C., Jay, E., & Smith, C. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799-822. doi: 10.1002/tea.3660280907.
15. Harrison, A. G., & Treagust, D. F. (1996). Secondary students' mental models of atoms and molecules: Implications for teaching science. Science Education, 80(5), 509-534. doi: 10.1002/ (SICI)1098-237X(199609)80:5<509::AID-SCE2>3.0.CO;2-F.
16. Harrison, A. G., & Treagust, D. F. (1998). Modelling in science lessons: Are there better ways to learn with models? School Science and Mathematics, 98(8), 20-42.
17. Harrison, A. G., & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026. doi: 10.1080/095006900416884.
18. Hodgson, T. (1995). Secondary mathematics modeling: Issues and challenges. School Science and Mathematics, 95, 351-358.
19. Hogan, K., & Thomas, D. (2001). Cognitive comparisons of students' systems modelling in ecology. Journal of Science Education and Technology, 10(4), 319-345. doi: 10.1023/A:1012243102249.
20. Ingham, A. M., & Gilbert, J. K. (1991). The use of analogue models by students of chemistry at higher education level. International Journal of Science Education, 13, 193-202. doi: 10.1080/0950069910130206.
21. Klaassen, K., & Lijnse, P. (2004). Didactical structures as an outcome of research on teaching-learning sequences? International Journal of Science Education, 26(5), 537-554. doi: 10.1080/ 09500690310001614753.
22. Leont'ev, A. N. (1978). Activity, Consciousness and Personality. Englewood Cliffs: Prentice-Hall.
23. Lijnse, P. L. (1995). 'Developmental Research' as a way to empirically based 'Didactical Structure of Science'. Science Education, 79(2), 189-199. doi: 10.1002/sce.3730790205.
24. Linn, M. C., Songer, N. B., & Lewis, E. L. (1991). Overview: Students' models and epistemologies of science. Journal of Research in Science Teaching, 28, 729-732. doi: 10.1002/tea.3660280903.
25. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed.). Thousand Oaks: Sage.
26. Penner, D. E., Lehrer, R., & Schauble, L. (1998). From physical models to biomechanics: A design-based modeling approach. The Journal of the Learning Sciences, 7(3-4), 429-449. doi: 10.1207/ s15327809jls0703&4_6.
27. Prins, G. T., Bulte, A. M. W., Van Driel, J. H., & Pilot A. (in press). Selection of authentic modelling practices as contexts for chemistry education. International Journal of Science Education. doi: 10.1080/09500690701581823.
28. Raghavan, K., & Glaser, R. (1995). M odel-Based A nalysis and R easoning in S cience: The MARS Curriculum. Science Education, 79(1), 37-61. doi: 10.1002/sce.3730790104.
29. Riley, D. (1990). Learning about systems by making models. Computers and Education, 15(1-3), 255-263. doi: 10.1016/0360-1315(90)90155-Z.
30. Roth, W.-M. (1998). Designing communities. Dordrecht: Kluwer Academic.
31. Sadler, T. D. (2007). The aims of science education: Unifying the fundamental and derived senses of scientific literacy. Paper presented at the Linnaeus symposium on Promoting scientific literacy, Uppsala, Sweden.
32. Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2), 420-428. doi: 10.1037/0033-2909.86.2.420.
33. Smith, J. A. (1995). Semi-structured interviewing and qualitative analysis. In J. A. Smith, R. Harre, & L. Van Langenhove (Eds.), Rethinking Methods in Psychology. (pp. 9-26). Thousand Oaks: Sage.
34. Taconis, R., Ferguson-Hessler, M. G. M., & Broekkamp, H. (2001). Teaching science problem solving: An overview of experimental work. Journal of Research in Science Teaching, 38(4), 442-468. doi: 10.1002/ tea.1013.
35. Van der Valk, T., Van Driel, J. H., & De Vos, W. (2007). Common characteristics of models in present-day scientific practice. Research in Science Education, 37, 469-488. doi: 10.1007/s11165-006-9036-3.
36. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.
37. Webb, M. E. (1994). Beginning computer-based modelling in primary schools. Computers in Education, 22(1), 129-144. doi: 10.1016/ 0360-1315(94)90081-7.
38. Westbroek, H. B. (2005). Characteristics of Meaningful Chemistry Education. Utrecht: CD-ß.