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Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field.

This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models.

Through this book we learn that research reports should acknowledgethe role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.

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Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field.

This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models.

Through this book we learn that research reports should acknowledgethe role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.

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Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research

Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research

by Keith S. Taber
Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research

Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research

by Keith S. Taber

Overview

This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field.

This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models.

Through this book we learn that research reports should acknowledgethe role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.

Product Details

ISBN-13: 9789402405224
Publisher: Springer Netherlands
Publication date: 12/26/2014
Edition description: Softcover reprint of the original 1st ed. 2013
Pages: 364
Product dimensions: 6.10(w) x 9.25(h) x 0.03(d)

Table of Contents

Modelling learners and learning in science education.- Modelling mental processes in the science learner.- Modelling the science learner’s knowledge.- Development and learning.- Conclusion.
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