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Foreword; Preface; References; Contents; Chapter 1: Facing the Challenges to Science Education in Schools: The Contribution of Modelling; The Nature of Long-Standing Challenges; Addressing Long-Standing Challenges; The Approaches to Learning and Teaching Adopted in the Classroom; The Background and Training of Teachers; Curriculum Purposes and Structures; Facing the Challenge of Tomorrow: Scientific Literacy for All; The 'Scientific' Aspects of Scientific Literacy; The 'Literacy' Component of Scientific Literacy; The Role of Modelling in an Education for Scientific Literacy
Modelling Can Provide a Way to Reconstruct Established Scientific Models Modelling Will Be Recognised as a Core Component in the Conduct and Validation of Science and Technology; Modelling Can Be a Route to the Development of General Mental Skills; Modelling Entails a Further Development of Personal Values Concerning the World-as-Experienced; Conditions for Success; References; Chapter 2: Models of Modelling; Introduction; Models; Some Ideas from Psychology; Some Ideas from Philosophy; Modelling; Philosophical Contributions; Psychological Contributions
Models and Modelling in Science EducationReferences; Chapter 3: Towards Authentic Learning in Science Education; Introduction; The Notion of Authenticity in Science Education; The Nature of Situated Cognition in Science Education; Limitations to the Attainment of Situated Cognition in Science Education; Established Approaches to Facilitate Modelling; The Provision of Suitable Contexts to Study; Students Experiencing the Social Nature of Scientific Work in 'Communities of Scientific Practice'; Basing Modelling on Students' Existing Knowledge and Skills; References
Chapter 4: Approaches to Modelling-Based Teaching Relevant Distinctions; Modelling-Based Teaching by Reconstructing a Model; Modelling-Based Teaching by Constructing a Model de novo; The GEM Proposal; The Model of Modelling proposal; Basic Principles; The Design and Conduct of the Teaching Sequences; Outcomes from MBT According to the Model of Modelling Framework; Concluding Remarks; References; Chapter 5: Learning Scientific Concepts from Modelling-Based Teaching; The Relationship Between Concepts and Models; The Definition of 'Concept' in Science and Science Education
The Definition of 'Model' The Relation Between 'Concept' and 'Model' in Science Education; An Artefactual Perspective on Concept Formation, Evolution, and Change; Concept Formation and Evolution; Conceptual Change; The Classical Approach to Bringing About Conceptual Change; A Modelling Approach to Conceptual Evolution and Change; Ontological Condition; Representational Condition; Epistemological Condition; Meeting Additional Conditions for Conceptual Change During MBT; Concluding Remarks; References; Chapter 6: The Role of Argumentation in Modelling-Based Teaching; Argumentation
Modelling Can Provide a Way to Reconstruct Established Scientific Models Modelling Will Be Recognised as a Core Component in the Conduct and Validation of Science and Technology; Modelling Can Be a Route to the Development of General Mental Skills; Modelling Entails a Further Development of Personal Values Concerning the World-as-Experienced; Conditions for Success; References; Chapter 2: Models of Modelling; Introduction; Models; Some Ideas from Psychology; Some Ideas from Philosophy; Modelling; Philosophical Contributions; Psychological Contributions
Models and Modelling in Science EducationReferences; Chapter 3: Towards Authentic Learning in Science Education; Introduction; The Notion of Authenticity in Science Education; The Nature of Situated Cognition in Science Education; Limitations to the Attainment of Situated Cognition in Science Education; Established Approaches to Facilitate Modelling; The Provision of Suitable Contexts to Study; Students Experiencing the Social Nature of Scientific Work in 'Communities of Scientific Practice'; Basing Modelling on Students' Existing Knowledge and Skills; References
Chapter 4: Approaches to Modelling-Based Teaching Relevant Distinctions; Modelling-Based Teaching by Reconstructing a Model; Modelling-Based Teaching by Constructing a Model de novo; The GEM Proposal; The Model of Modelling proposal; Basic Principles; The Design and Conduct of the Teaching Sequences; Outcomes from MBT According to the Model of Modelling Framework; Concluding Remarks; References; Chapter 5: Learning Scientific Concepts from Modelling-Based Teaching; The Relationship Between Concepts and Models; The Definition of 'Concept' in Science and Science Education
The Definition of 'Model' The Relation Between 'Concept' and 'Model' in Science Education; An Artefactual Perspective on Concept Formation, Evolution, and Change; Concept Formation and Evolution; Conceptual Change; The Classical Approach to Bringing About Conceptual Change; A Modelling Approach to Conceptual Evolution and Change; Ontological Condition; Representational Condition; Epistemological Condition; Meeting Additional Conditions for Conceptual Change During MBT; Concluding Remarks; References; Chapter 6: The Role of Argumentation in Modelling-Based Teaching; Argumentation