Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions
Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions
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DOI：
10.1080/00131911.2011.628748
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发表时间：
2012-01-01
影响因子：
3.3
通讯作者：
Zacharia, Zacharias C.
中科院分区：
文献类型：
--
作者：
Louca, Loucas T.;Zacharia, Zacharias C.
模型和建模被认为是科学素养不可或缺的一部分，反映了教育工作者通过基于建模的科学学习（MbL）方法向学生介绍和吸引学生进行真正的科学探究的努力。多年来的研究已经发展了大量有关 MbL 的知识。我们本文的目的是回顾这项研究，以便将积累的知识系统化，并概述需要进一步研究的内容。作为审查的一部分，我们还考虑并描述了教师的角色。我们的回顾表明，MbL 在科学教育方面做出了认知、元认知、社会、物质和认识论方面的贡献。此外，它还表明，为了确保有效实施 MbL，仍然缺少重要信息。未来的研究需要重点调查 MbL 期间发生的学习过程，从而提高学生概念和认识论的理解以及科学探究的能力。
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.