Models and Science Teachingby: Steven W. Gilbert

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The example of Models-Based Science Teaching (MBST) the author presents in this chapter is built upon the guided inquiry model. Inquiry has shown itself to be at least as effective as traditional approaches for content acquisition and better in creating positive student attitudes toward science. On its face, inquiry also better mirrors the practice of science than traditional approaches. Our purpose is to impose a framework that develops other elements of science literacy as well, specifically understanding of the nature of science and its personal and social contexts. Building upon inquiry makes good sense, but you could infuse elements of MBST into a more traditional curriculum. This sample chapter also includes Table of Contents, Preface, and Index.

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  • on Mon May 21, 2012 7:07 PM

The author not only presents an argument and examples of how modeling can be used with inquiry, he also discusses the language one can use to scaffold that combination. The emphasis is with how to introduce the ideas that the end product of any inquiry is (a) model(s) that provide information concerning the student's understanding of the problem being investigated. I emphasize models in my teaching and how different models focus on different aspects of a phenomena, but probably not as much as this. I don't take time to point out that every graph and diagram is a model. It would be interesting to see how this approach affects student learning.

Tina Harris  (Fairmount, IN)
Tina Harris (Fairmount, IN)

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