The Competence of Modelling in Learning Chemical Change: A Study with Secondary School Students

Autor/inn/en	Oliva, José Mª; del Mar Aragón, María; Cuesta, Josefa
Titel	The Competence of Modelling in Learning Chemical Change: A Study with Secondary School Students
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 4, S.751-791 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9583-4
Schlagwörter	Secondary School Science; Science Instruction; Chemistry; Scientific Concepts; Models; Teaching Methods; Secondary School Students; Concept Formation; Qualitative Research; Statistical Analysis; Interviews; Diaries; Audio Equipment; Portfolio Assessment; Competence; Science Process Skills; Scoring Rubrics + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Concept learning; Begriffsbildung; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Diary; Tagebuch; Audio-CD; Portfoliobeurteilung; Kompetenz; Scoring formulas; Auswertungsbogen
Abstract	The competence of modelling as part of learning about chemical change is analysed in a sample of 35 secondary students, ages 14-15 years, during their study of a curricular unit on this topic. The teaching approach followed is model based, with frequent use of analogies and mechanical models (fruits and bowls, Lego pieces, balls of plasticine, discs of coloured card, etc.) as mediators between the students' intuitive understanding and school science models. Qualitative and quantitative methods of data analysis were used, acquiring information through portfolios, interviews, the teacher's diary, and audiotapes. The qualitative results allowed a set of 12 dimensions to be defined that were used to characterize and evaluate different aspects of the competence of modelling. The assessment of the students' performance in each of these dimensions by means of a 4-level ordinal rubric allowed the data to be analysed quantitatively. The quantitative results showed the overall set of these dimensions to have construct validity, with 2 sub-constructs standing out: "Working with Models" and "The Nature of Models". The students reached satisfactory levels of competence in both of these sub-constructs, particularly in the latter. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01