What Teachers of Science Need to Know about Models: An overview
What Teachers of Science Need to Know about Models: An overview
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科学教师需要了解的有关模型的知识：概述
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
S. Oh
中科院分区：
文献类型：
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作者：
P. Oh;S. Oh
本文的目的是在对文献进行理论回顾的基础上，概述模型的性质及其在科学课堂中的应用。科学哲学家和科学教育研究人员对模型和建模的共同观点根据五个子主题进行了仔细审查：模型的含义，建模的目的，科学模型的多样性，科学模型的变化以及模型在科学课堂中的使用。首先，模型可以被定义为目标的表征，并作为连接理论和现象的“桥梁”。其次，模型起着描述、解释和预测自然现象的作用，并与他人交流科学思想。第三，在科学中可以开发多种模型，因为科学家可能对目标的外观及其工作原理有不同的看法，而且有各种各样的符号学资源可用于构建模型。第四，科学模型受到实证和概念两方面的检验，并随着科学知识的发展而变化。第五，在科学课堂上，不仅教师可以利用模型，学生也可以利用模型，因为他们从事各种各样的建模活动。本文提出的概述可以用来教育科学教师，鼓励他们在课堂上适当地使用科学模型。
The purpose of this article is to provide an overview of the nature of models and their uses in the science classroom based on a theoretical review of literature. The ideas that science philosophers and science education researchers have in common about models and modelling are scrutinised according to five subtopics: meanings of a model, purposes of modelling, multiplicity of scientific models, change in scientific models and uses of models in the science classroom. First, a model can be defined as a representation of a target and serves as a ‘bridge’ connecting a theory and a phenomenon. Second, a model plays the roles of describing, explaining and predicting natural phenomena and communicating scientific ideas to others. Third, multiple models can be developed in science because scientists may have different ideas about what a target looks like and how it works and because there are a variety of semiotic resources available for constructing models. Fourth, scientific models are tested both empirically and conceptually and change along with the process of developing scientific knowledge. Fifth, in the science classroom, not only teachers but also students can take advantage of models as they are engaged in diverse modelling activities. The overview presented in this article can be used to educate science teachers and encourage them to utilise scientific models appropriately in their classrooms.