数学教育
价值(数学)
科学教育
科学学习
感知
心理学
样品(材料)
科学的本质
知识水平
教育学
计算机科学
化学
色谱法
机器学习
神经科学
作者
Rosária Justi,John K. Gilbert
标识
DOI:10.1080/09500690210163198
摘要
A semi-structured interview was used to enquire into the knowledge of models and modelling held by a total sample of 39 Brazilian science teachers working in 'fundamental' (ages 6-14 years) and 'medium' (ages 15-17 years) schools, student teachers, and university teachers. This paper focuses on their perceptions of the role of models in science teaching. The teachers' ideas are organized in three groups: the status and value of models; the influences that inform the translation of these general ideas into classroom practice; and how they respond to the outcomes of students' modelling activities. The teachers interviewed generally showed an awareness of the value of models in the learning of science but not of their value in learning about science. They were also uncertain of the relationship that could exist in the classroom between various types of models. Modelling, as an activity by students, whilst praised in theory, would not seem to be widely practised. Where practised, the outcomes are by no means always treated with that integrity that learning about science would call for.
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