‘Models of’ versus ‘Models for’
Toward an Agent-Based Conception of Modeling in the Science Classroom
Bibliographic Data
| ID | 23316767 |
|---|---|
| Authors | Julia Gouvea (0000-0002-2228-9066, Tufts University, corresponding author), Cynthia Passmore (0000-0003-0513-8757, University of California, Davis) |
| Year | 2017 |
| Volume | 26 |
| Issue | 1-2 |
| Pages | 49-63 |
| Publication date | 2017-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-017-9884-4 |
| OpenAlex | W2609591051 |
| Language | EN |
| Citations received | 54 |
| References cited | 59 |
Cognition · Contrast (vision) · Curriculum · Epistemology · Heuristic · Inclusion (mineral) · Management science · Mathematics education · Next Generation Science Standards · Notice · Pedagogy · Philosophy of science · Political science · Science education · Artificial Intelligence · Computer Science · Engineering · Interdisciplinary Research and Collaboration · Philosophy and History of Science · Psychology · Science Education and Pedagogy · Social Psychology
Elementary Students' Metacognitive Knowledge of Epistemic Criteria
Characterizing elementary science teachers’ understanding of language as an epistemic tool
Epistemic agency in introductory biology
Developing pre-service teachers’ TPACK for programming simulations
Relating Metaknowledge and Modeling Practices in Connection to Content Knowledge about the Phenomenon
Argumentation about Energy in Elementary School, from Evidence and from Models
Dynamical modeling as a pathway to scientific creativity
Content and Language Integrated Scientific Modelling
The Ceric method plus social collaborative annotation improves critical reading of the primary literature in an interdisciplinary graduate course
Individual variation in undergraduate student metacognitive monitoring and error detection during biology model evaluation
Students’ systems thinking while modeling a dynamic ecological system
Abductive reasoning in modeling biological phenomena as complex systems
Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching
Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models
Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence
Models as Epistemic Artifacts for Scientific Reasoning in Science Education Research
Making for science
Preservice science teachers coding science simulations
Science teacher's assessment of their students’ models
Assessing students’ approaches to modelling in undergraduate biology
Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models
Climate education in secondary science
Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking
On Idealizations and Models in Science Education
Quantification in Empirical Activity
Reconstructing the Past
A Model-Based Constructivist Approach for Bridging Qualitative and Quantitative Aspects in Teaching and Learning the First Law of Thermodynamics
Conceptual Profile of Substance
Performative Bundles
Mozambican Preservice Chemistry Teachers’ Performance when Analysing Textbook Analogies About the Atom
Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways
Models and/as/of Literature
Getting a grip on how we talk about computational practices in science in settings of teacher learning
Understanding the Relational Dimensions of Classroom Modeling Conversations
Place‐based learning processes in a family science workshop
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
The Classroom‐Research‐Mentoring Framework
Scientific modeling and translanguaging
The Epistemic Generativity of Using a Model of a Big Idea
Interlocking models in classroom science
“Estoy Explorando Science”
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction
Beyond instructional practices
Fostering expansive and connective sensemaking with preservice secondary science teachers
Responsive instructional design for students' epistemic agency
Supporting students' meaningful engagement in scientific modeling through epistemological messages
Development of a questionnaire for assessing Spanish‐speaking students' understanding of the nature of models and their uses in science
Beyond assessing knowledge about models and modeling
Preparing preservice teachers to use block-based coding in scientific modeling lessons
Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling
Generating construct maps from a systematic review of atomic models
Modeling Student Negotiation of Assessment‐Related Epistemological Messages in a College Science Course
Empowering Elementary Preservice Science Teachers
Explaining Science
Evolution in Changing Environments
Scientific representation
Examining Classroom Science Practice Communities
Epistemologies in practice
Disciplinary authority and accountability in scientific practice and learning
Guiding Principles for Fostering Productive Disciplinary Engagement
Twilight Of The Perfect Model Model
Reinflating the semantic approach
Models as mediating instruments
The strategy of model-based science
The structure of scientific revolutions
When mechanistic models explain
A Contextual Approach to Scientific Understanding
A succession of paradigms in ecology
An agent-based conception of models and scientific representation
Modelling and representing
Saving the Phenomena” Today
What's Wrong with the Received View on the Structure of Scientific Theories?”
How Models Are Used to Represent Reality
The Role of Agency in Distributed Cognitive Systems
Models Of and Models For
An Inferential Conception of Scientific Representation
Models, Representation, and Mediation
The Cognitive Structure of Scientific Theories
The scientific image
Teaching Scientific Practices
Shared Epistemic Agency
Science Education in Three-Part Harmony
Scientific Representation
Epistemic Cultures
| Unique citing works | 54 |
|---|---|
| Citations per year | 9 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 53 |