Using Technology to Support Prospective Science Teachers in Learning and Teaching About Scientific Models
Michael Cullin, Barbara A. Crawford, The Pennsylvania State University, United States
CITE Journal Volume 2, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article presents efforts to support prospective secondary science teachers in learning and teaching about scientific models and the impact of those efforts on their understandings. The role played by scientific models is an often under-emphasized aspect of the conduct of science associated with an understanding of the nature of science and scientific inquiry. The National Science Education Standards present a vision of what students need to know, understand, and be able to do to be scientifically literate at different grade levels (National Research Council [NRC], 1995). Among the recommendations regarding scientific inquiry, references are made to the use of models in learning science. For example, it is recommended that throughout grades 9-12, students should formulate and revise scientific explanations and models using logic and evidence:
Cullin, M. & Crawford, B.A. (2002). Using Technology to Support Prospective Science Teachers in Learning and Teaching About Scientific Models. Contemporary Issues in Technology and Teacher Education, 2(4), 408-425. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2002 Society for Information Technology & Teacher Education
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Joan Hughes, University of Minnesota, United States
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 345–362
Commentary: Considerations in Pedagogy and Assessment in the Use of Computers to Promote Learning About Scientific Models
Stephen T. Adams, California State University, Long Beach, United States
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 1 (2004) pp. 35–41
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