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By: Steven W. Gilbert
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$23.16 - Member Price
$28.95 - Nonmember Price
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http://www.nsta.org/store/product_detail.aspx?lid=amzn&id=10.2505/9781936137237 28.95 Models-Based Science Teaching http://www.nsta.org//images/products/shrinked/140/PB299X.jpg
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2012 EXCEL Award Gold Winner |
Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Publication Date: | 9/28/2011 |
| Pages: | 204 |
| Stock Number: | PB299X |
| ISBN: | 978-1-936137-23-7 |
| Grade Level: | Elementary School, Middle School, High School |
| Read Inside: | Read a sample chapter: Models and Science Teaching |
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review] |
Description
Humans perceive the world by constructing mental models—telling a story, interpreting a map, reading a book. Every way we interact with the world involves mental models, whether creating new ones or building on existing models with the introduction of new information. In Models-Based Science Teaching, author and educator Steven Gilbert explores the concept of mental models in relation to the learning of science, and how we can apply this understanding when we teach science.
Practicing science teachers at all levels who want to explore new and better ways to frame and model science will find value in this book. Models-Based Science Teaching is concerned with building models of learning that helps students of all ages understand four basic ideas:
• When they learn something, they are constructing mental models that are by nature simplified and subject to change.
• These models are adopted because they work and not necessarily because they are the only true and most effective ways of understanding the world.
• No one has a complete grasp of any model, and most of the time we are working with approximations of a situation.
• What we create when we communicate are expressions of our inner mental models.
Rather than advocating a rigid curriculum, Gilbert asserts that models-based science teaching embraces the creativity inherent in science and in learning, saying, “The best way to engage students in the creativity of science is engage them in inquiry, beginning with the creation of a problem and ending with a completed expressed model.”
Additional Info
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Science Discipline:
(mouse over for full classification)
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Analyzing data
Asking questions
Communicating
Hypothesizing
Interpreting data
Modeling
Scientific habits of mind
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| Intended User Role: | Elementary-Level Educator, High-School Educator, Middle-Level Educator, New Teacher, Professional Development Provider, Teacher |
| Educational Issues: | Professional development, Teacher preparation, Teaching strategies |
Contents
Preface
About the Author
Chapter 1: MBST and the Nature of Models
What is This Book About?
Defining Models
Summary
For Discussion
References
Chapter 2: Mental Models
Body and Mind
Mind and Mental Models
The Rationale for Mental Models
Incorporating New Information
The Organization of Mental Models
Mental Models and Learning
Propositions and Parsimony
Truths, Archetypes and Creativity
For Discussion
References
Chapter 3: The Nature of Science
Defining Science and Technology
Rethinking the Relationship of Science and Technology
The Processes of Science
The Design of Scientific Tests
Quantitative and Qualitative Models
Statistical Reliability and Validity
Scientific Models and the Stability of Targets
Parsimony and Model Building
An MBST View of Modern Science
Template for the Scientific Model
Summary
For Discussion and Practice
References
Chapter 4: Models and Science Teaching
Content to Inquiry to Model Building
Modeling Science at Different Grade levels
MBST at the Elementary Level
MBST at the Secondary Level
Examples of MBST at Several Grade Levels
Lesson Planning for MBST
Summary
For Discussion and Practice
References
Chapter 5: Building Models in the Classroom
Parsimony and the Organization of Instruction
The Spiral Curriculum
Exploring and Explaining Analogies
Models in School Science Reports
Verbal Modeling
Problem Statements
Theoretical Analyses
Hypothetical Models
Qualitative Descriptive Models
Procedural and Data Models
Models of Results, Discussions, and Conclusions
Mathematical Models
Tabular Data Models
Statistical Models
Formulas and Equations
Graphical Models
Diagrammatic and Pictorial Models
How to Select Elements, Build, and Evaluate a Scientific Model
Finding and Accounting for Errors in Scientific Model Building
Engaging Students in Assessing the Validity and Reliability of Their Models
From Model to Target(s): the Fine Art of Generalizing
The Scientific Research Model
What is the Problem and Reason for Building the Model?
What Could the Model Look Like?
What Data are Most Likely to Reveal Key Relationships?
How Should Data be Treated and Interpreted?
What Outcomes are Likely, Including Potential Misconceptions?
How can the Model be Generalized and Limited?
What Does the Model Reveal About Science and the Context of Science?
How can the Model be Enriched?
Summary
For Discussion and Practice
References
Chapter 6: The Creative Processes of Science
The Art of Creating Problems
Analogy, Simile, and Metaphor in Science
Creativity and Conceptual Blending
Infusing Creativity into School Science
Engaging in Creative Inquiry
Engaging in Visualization
Creating Stories
Brainstorming
What Could Happen If . . .
Summary
For Discussion and Practice
References
Chapter 7: MBST and the Scientific Worldview
Defining a Model of a Scientific Worldview
Characteristics of a Scientific Society
Science and the Mythical Model
Science and Supernatural Modeling
Science and Religious Models
Science, the Media, and Informal Experts
The Scientific Worldview and Professional Science
Developing the Scientific Worldview in the Classroom
Summary
For Discussion and Practice
Appendix 1: Student Readings
Appendix 2: Recommended Resources
Index
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National Standards Correlation
This resource has 22 correlations with the National Standards.
[HIDE CORRELATIONS]
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Employ simple equipment and tools to gather data and extend the senses. (K-4)
- Use data to construct a reasonable explanation.
- Communicate investigations and explanations.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Recognize and analyze alternative explanations and predictions.
- Formulate and revise scientific explanations and models using logic and evidence. (9-12)
- Recognize and analyze alternative explanations and models. (9-12)
- Communicate and defend a scientific argument. (9-12)
- Understandings about scientific inquiry
- Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. (K-4)
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. (5-8)
- The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances.
- Science advances through legitimate skepticism. Asking questions and querying other scientists' explanations is part of scientific inquiry. (5-8)
- Conceptual principles and knowledge guide scientific inquiries. (9-12)
- History and Nature of Science
- Science as a human endeavor
- Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished.
- Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity--as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (5-8)
- Nature of science
- Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models. Those ideas are not likely to change greatly in the future. (5-8)
- Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations.
- Nature of scientific knowledge
- First and foremost, scientific explanations must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. (9-12)
- Scientific explanations should be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public. (9-12)
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