Cultivating Model-Based Reasoning in Science Education  

Oleh:

Lehrer, Richard ; Schauble, Leona

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 371-388.
Topik: ATypology of Models Based on Analogical Mapping; Supporting Modeling in Instruction
Fulltext: Cultivating Model-Based Reasoning in Science Education.pdf (646.05KB)

Isi artikel

Social studies of scienti?c practice reveal considerable diversity in the methods and material means of production across scienti?c disciplines (e.g., Galison & Stump, 1995). Yet, in spite of this diversity and regardless of their domain, scientists’ work involves building and re?ning models of the world (Giere, 1988; Hestenes, 1992; Stewart & Golubitsky, 1992). Scienti?c ideas derive their power from the models that instantiate them, and theories change as a result of efforts to invent, revise, and stage competitions among models. These efforts are mobilized to support socially grounded arguments about the nature of physical reality, so model-based reasoning is embedded within a wider world that includes networks of participants and institutions (Latour, 1999); specialized ways of talking and writing (Bazerman, 1988); development of representations that render phenomena accessible, visualizable, and transportable (Gooding, 1989; Latour, 1990); and efforts to manage material contingency, because no model speci?es instrumentation and measurement in suf?cient detail to prescribe practice (Pickering, 1995).

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