Model–based analysis and reasoning in science: The MARS curriculum

Science Education

Volumn 79, Issue 1, 1995, Pages 37-61

  Raghavan, Kalyani ^a   Glaser, Robert ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84987227192     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.3730790104     Document Type: Article

References (43)

1. Modelling in physics teaching: The role of computer simulation
2. Categorization and representation of physics problems by experts and novices
3. Students' preconceptions in introductory mechanics
4. A conceptual model discussed by Galileo and used intuitively by physics students
5. Learning via model construction and criticism
6. Non–formal reasoning in experts and in science students: The use of analogies, extreme cases, and physical intuition
7. Phenomenology and the evolution of intuition
8. Pupils' alternative frameworks in science
9. The importance of modelling in the teaching popularization of science
10. Understanding models and their use in science: Conceptions of middle and high school students and experts
11. Common sense concepts about motion
12. Modeling instruction in mechanics
13. Prescribing effective human problem solving processes: Problem description in physics
14. Toward a modeling theory of physics instruction
15. Modeling games in the Newtonian world
16. Mental models
17. Notations and representations as mediators of constructive processes
18. Understanding pressure: Didactical transpositions and pupils' conceptions
19. Biology diagrams: Tools to think with
20. Understanding a basic biological process: Expert and novice models of meiosis
21. Enriching formal knowledge: A model for learning to solve textbook physics problems
22. The role of problem representation in physics
23. Models for understanding
24. Facets of students' knowledge and relevant instruction
25. Comparing historical and intuitive explanations of motion: Does “native physics” have a structure?
26. Accommodation of a scientific conception: Toward a theory of conceptual change
27. Model–centered curriculum for modelbased reasoning
28. Naive materialistic belief: An underlying epistemological commitment
29. Students' transition from an engineering model to a science model of experimentation
30. Using conceptual models to facilitate conceptual change: The case of weight/density differentiation
31. Sink or float–What do the experts think? The historical development of explanations for flotation
32. Science as model building: Computers and high school genetics
33. Training teachers to teach effectively in the laboratory
34. Thinker Tools: Causal models, conceptual change, and science education
35. Qualitative models and intelligent learning environments
36. The differentiation of heat and temperature: History of science and noviceexpert shift