Model Based Learning and Instruction in Science

Section I. Basic Concepts and Background for Model Based Learning

1. Student/Teacher Co-construction of Visualizable Models in Large Group Discussion
John J. Clement

2. An Instructional Model Derived from Model Construction and Criticism Theory
Mary Anne Rea-Ramirez, John Clement, Maria C. Núñez-Oviedo

Section II. Introduction to Model Based Teaching Strategies

3. Determining Target Models and Effective Learning Pathways for Developing Understanding of Biological Topics
Mary Anne Rea-Ramirez

4. Co-construction and Model Evolution in Chemistry
Samia Khan

5. Target Model Sequence and Critical Learning Pathway for an Electricity Curriculum Based on Model Evolution
Melvin S. Steinberg

6. Case Study of Model Evolution in Electricity: Learning from Both Observations and Analogies
John Clement, Melvin S. Steinberg

Section III. Qualitative Research on Specific Strategies

7. A Competition Strategy and Other Modes for Developing Mental Models in Large Group Discussion
Maria C. Núñez-Oviedo, John Clement

8. What If Scenarios For Testing Student Models in Chemistry
Samia Khan

9. Applying Modeling Theory to Curriculum Development: From Electric Circuits to Electromagnetic Fields
Melvin S. Steinberg

10. Developing Complex Mental Models in Biology Through Model Evolution
M.C. Núñez-Oveido, John Clement, Mary Anne Rea-Ramirez

11. Role of Discrepant Questioning Leading to Model Element Modification
Mary Anne Rea-Ramirez, Maria Cecilia Núñez-Oviedo

12. Using Analogies in Science Teaching and Curriculum Design: Some Guidelines
Mary Jane Else, John Clement, Mary Anne Rea-Ramirez

13. Model Based Reasoning Among Inner City Middle School Students
Mary Anne Rea-Ramirez, Maria Cecilia Núñez-Oviedo

14. Six Levels of Organization for Curriculum Design and Teaching
John Clement

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Keywords: EDUCATION / General EDU000000