Why most definitions of modeling competence in science education fall short
Analyzing the relevance of volition for modeling
Dados Bibliográficos
| ID | 21392723 |
|---|---|
| Autores | Rieke Ammoneit (0000-0003-1016-8336, Department of Biology Education Leibniz Institute for Science and Mathematics Education (IPN) Kiel Germany, autor correspondente), Maximilian Felix Göhner (0000-0003-4938-372X, Institute of Biology Freie Universität Berlin Germany), Tom Bielik (0000-0002-8227-5870, Faculty of Education Beit Berl College Kfar Sava Israel), Moritz Krell (0000-0003-2226-0383, Department of Biology Education Leibniz Institute for Science and Mathematics Education (IPN) Kiel Germany) |
| Ano | 2024 |
| Volume | 108 |
| Fascículo | 2 |
| Páginas | 443-466 |
| Data de publicação | 2024-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21841 |
| OpenAlex | W4388688676 |
| Idioma | EN |
| Citações recebidas | 4 |
| Referências citadas | 61 |
Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black‐box modeling task and its relation to established aspects of modeling competence: metamodeling knowledge, modeling process, and modeling product. A cluster analysis of the occurrence of volition categories resulted in three clusters of volitional behavior. The clusters describe three different volition types: one action‐oriented type applying a self‐regulative strategy and two state‐oriented types applying self‐controlling strategies. Correlation analyses between clusters, volition categories and modeling process variables indicate benefits of the self‐regulative strategy
Cognitive psychology · Competence (human resources) · Volition (linguistics) · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy · Social Psychology
Design and effectiveness of professional development programmes to support teachers in promoting students’ scientific inquiry competencies
Relating Metaknowledge and Modeling Practices in Connection to Content Knowledge about the Phenomenon
Which Knowledge Do Pre‐Service Teachers Need to Meaningfully Engage in Modeling
Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling
Qualitative Content Analysis in Practice
Next Generation Science Standards
Modeling and attributional effects on children's achievement
Developing a learning progression for scientific modeling
The co-dependency concept
Representation of intentions
Promoting Self-Regulation in Science Education
A social cognitive view of self-regulated academic learning.
Beyond Dichotomies
A dendrite method for cluster analysis
The strategy of model-based science
Ego-depletion or invigoration in solving the tower of Hanoi? Action orientation helps overcome planning deficits
Assessing quantitative modelling practices, metamodelling, and capability confidence of biology undergraduate students
Profiling self-regulation behaviors in STEM learning of engineering design
Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling
Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit
Investigating scientific modeling practices in U.S. and German elementary science classrooms
Investigating the dimensions of modeling competence among preservice science teachers
Social Cognitive Theory
The use of the Interconnected Model of Teacher Professional Growth for understanding the development of science teachers’ knowledge on models and modelling
Developing geographic computer modeling competencies in higher education
Individual differences in intention initiation under demanding conditions
Modelling and representing
Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning
Ego depletion
| Obras citantes distintas | 4 |
|---|---|
| Citações por ano | 4 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 4 |