Modeling-Based Learning in Science Education: Cognitive, Metacognitive, Social, Material and Epistemological Contributions

Autor/inn/en	Louca, Loucas T.; Zacharia, Zacharias C.
Titel	Modeling-Based Learning in Science Education: Cognitive, Metacognitive, Social, Material and Epistemological Contributions
Quelle	In: Educational Review, 64 (2012) 4, S.471-492 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2011.628748
Schlagwörter	Science Education; Models; Active Learning; Teaching Methods; Educational Research; Teacher Role; Learning Processes; Research Needs; Scientific Literacy; Epistemology; Instructional Materials; Science Curriculum; Cooperative Learning; Discourse Analysis; Metacognition; Concept Formation; Cognitive Processes + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Analogiemodell; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Lehrerrolle; Learning process; Lernprozess; Forschungsbedarf; Erkenntnistheorie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kooperatives Lernen; Diskursanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess
Abstract	Models and modeling are considered integral parts of scientific literacy, reflecting educators' efforts to introduce and engage students in authentic scientific inquiry through Modeling-based Learning (MbL) approaches in science. Over the years research has developed a considerable amount of knowledge concerning MbL. Our purpose in this paper was to review this research in order to systematize the knowledge accumulated and to provide an overview of what needs to be investigated further. We also took into account and describe the role of the teacher as part of the review. Our review shows that MbL has made cognitive, metacognitive, social, material and epistemological contributions in science education. Furthermore, it reveals that important information is still missing in order to ensure effective implementations of MbL. Future research needs to focus on investigating the learning processes which take place during MbL which result in improvements in student conceptual and epistemological understanding and abilities for scientific inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10