Contributions of Model-Based Learning to the Restructuring of Graduation Students' Mental Models on Natural Hazards

Autor/inn/en	Moutinho, Sara; Moura, Rui; Vasconcelos, Clara
Titel	Contributions of Model-Based Learning to the Restructuring of Graduation Students' Mental Models on Natural Hazards
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 7, S.3043-3068 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2017.00704a
Schlagwörter	Cognitive Structures; Models; Visualization; Teaching Methods; Science Instruction; Seismology; Natural Disasters; Foreign Countries; College Science; College Students; Pretests Posttests; Questionnaires; Interviews; Mixed Methods Research; Portugal + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Analogiemodell; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Seismologie; Natural disaster; Naturkatastrophe; Ausland; Collegestudent; Fragebogen; Interviewing; Interviewtechnik
Abstract	Model-Based learning is a methodology that facilitates students' construction of scientific knowledge, which, sometimes, includes restructuring their mental models. Taking into consideration students' learning process, its aim is to promote a deeper understanding of phenomena's dynamics through the manipulation of models. Our aim was to ascertain whether the use of three different types of models, integrated into an intervention program whose goal was to teach the "seismic effects on soils and buildings", would influence the learning process of graduation students or not. For a better understanding of the results, the data were collected and analyzed through a combination of methods using, simultaneously, quantitative and qualitative method. And results not only confirmed the importance of the use of models, but also led us to the conclusion that despite the potential and limitations of all three models, mixed models are better for restructuring students' mental models and the development of meaningful learning. (As Provided).
Anmerkungen	EURASIA. Sehit Osman Avci Mah. Malazgirt 1071 Cad. No:48/30, Etimesgut, Ankara, TR06796, Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01