A Review of Modeling Pedagogies: Pedagogical Functions, Discursive Acts, and Technology in Modeling Instruction

Autor/inn/en	Campbell, Todd; Oh, Phil Seok; Maughn, Milo; Kiriazis, Nick; Zuwallack, Rebecca
Titel	A Review of Modeling Pedagogies: Pedagogical Functions, Discursive Acts, and Technology in Modeling Instruction
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 1, S.159-176 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Science Education; Periodicals; Teaching Methods; Models; Inquiry; Literature Reviews; Journal Articles; Scientific Concepts; Concept Formation; Science Process Skills; Cooperative Learning; Technology Uses in Education; Science Experiments; Evaluation; Data Analysis; Research Methodology; Elementary School Science; Secondary School Science; College Science + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Journal article; Zeitschriftenaufsatz; Concept learning; Begriffsbildung; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Evaluierung; Auswertung; Research method; Forschungsmethode
Abstract	The current review examined modeling literature in top science education journals to better understand the pedagogical functions of modeling instruction reported over the last decade. Additionally, the review sought to understand the extent to which different modeling pedagogies were employed, the discursive acts that were identified as important, and the technology leveraged in the pursuit of engaging students in developing and using models. After narrowing from 783 articles originally identified with an abstract keyword search, the literature review included a database of 81 research articles whose abstracts revealed a focus on modeling as an instructional intervention and contained learner modeling. A multistage process was then completed whereby each article was read and information from the articles were identified and discussed among a group of five researchers. The most salient findings identified in the research included (a) conceptual understanding was the most common pedagogical function identified for modeling, while developing facility and understanding of science practices was identified least often, (b) "Expressive modeling" was the most frequently used and sequences which connected "Exploratory" and "Experimental modeling" were the most frequently observed combination of modeling pedagogies, (c) the most important discursive acts identified as important were scientific reasoning, explanation, and peer-to-peer collaborative/cooperative learning, and (d) technology was used in approximately one-half of the research reviewed, with "Expressive" and "Exploratory" modeling pedagogies found most often supported or mediated by technology. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 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