Khine M.S., Saleh I.M. Models and Modeling: Cognitive Tools for Scientific Enquiry

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MODELS AND MODELING

Models and Modeling in Science Education

Volume 6

Series Editor

Professor Emeritus J.K. Gilbert

Institute of Education, The University of Reading, UK

Editorial Board

Professor D.F. Treagust

Science and Mathematics Education Centre, Curtin University of Technology,

Australia

Professor J.H. van Driel

ICLON, University of Leiden, The Netherlands

Dr. Rosária Justi

Department of Chemistry, University of Minas Gerais, Brazil

Dr. Janice Gobert

Worchester Polytechnic Institute

For further volumes:

http://www.springer.com/series/6931

Models and Modeling

Cognitive Tools for Scientiﬁc Enquiry

Edited by

Myint Swe Khine

Bahrain Teachers College, University of Bahrain,

Kingdom of Bahrain

Issa M. Saleh

Bahrain Teachers College, University of Bahrain,

Kingdom of Bahrain

123

Editors

Myint Swe Khine

Bahrain Teachers College

University of Bahrain

Kingdom of Bahrain

M.Khine@curtin.edu.au

Professor.Khine@gmail.com

Issa M. Saleh

Bahrain Teachers College

University of Bahrain

Kingdom of Bahrain

isaleh@btc.uob.bh

dr.issasaleh@gmail.com

ISBN 978-94-007-0448-0 e-ISBN 978-94-007-0449-7

DOI 10.1007/978-94-007-0449-7

Springer Dordrecht Heidelberg London New York

Library of Congress Control Number: 2011921255

No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by

any means, electronic, mechanical, photocopying, microﬁlming, recording or otherwise, without written

permission from the Publisher, with the exception of any material supplied speciﬁcally for the purpose

of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

Printed on acid-free paper

Springer is part of Springer Science+Business Media (www.springer.com)

Contents

Part I Theory Formation and Modeling in Science Education

1 Modeling and the Future of Science Learning ............ 3

Richard K. Coll and Denis Lajium

2 A Study of Expert Theory Formation: The Role of Different

Model Types and Domain Frameworks ................ 23

Allan Collins

3 The Nature of Scientiﬁc Meta-Knowledge .............. 41

Barbara Y. White, Allan Collins, and John R. Frederiksen

4 From Modeling Schemata to the Proﬁling Schema:

Modeling Across the Curricula for Proﬁle Shaping Education ... 77

Ibrahim A. Halloun

Part II Modeling and Student Learning in Science Education

5 Helping Students Construct Robust Conceptual Models ...... 99

Colleen Megowan-Romanowicz

6 The Molecular Workbench Software: An Innovative

Dynamic Modeling Tool for Nanoscience Education ......... 121

Charles Xie and Amy Pallant

7 Lowering the Learning Threshold: Multi-Agent-Based

Models and Learning Electricity ................... 141

Pratim Sengupta and Uri Wilensky

8 Engineering-Based Modelling Experiences

in the Elementary and Middle Classroom .............. 173

Lyn D. English and Nicholas G. Mousoulides

9 Engaging Elementary Students in Scientiﬁc Modeling:

The MoDeLS Fifth-Grade Approach and Findings ......... 195

Hamin Baek, Christina Schwarz, Jing Chen, Hayat Hokayem,

and Li Zhan

vi Contents

Part III Modeling and Teachers’ Knowledge

10 Relationships Between Elementary Teachers’ Conceptions

of Scientiﬁc Modeling and the Nature of Science ........... 221

Valarie L. Akerson, Orvil White, Huseyin Colak,

and Khemmawaddee Pongsanon

11 Science Teachers’ Knowledge About Learning

and Teaching Models and Modeling in Public

Understanding of Science ....................... 239

Ineke Henze and Jan H. van Driel

12 Teaching Pre-service Elementary Teachers to Teach Science

with Computer Models ......................... 263

Nicos Valanides and Charoula Angeli

Name Index .................................. 281

Subject Index ................................. 289

Contributors

Valarie L. Akerson Department of Curriculum and Instruction, Indiana

University, Bloomington, IN 47405, USA, vakerson@indiana.edu

Charoula Angeli University of Cyprus, Nicosia CY-1678, CYPRUS,

cangeli@ucy.ac.cy

Hamin Baek Michigan State University, East Lansing, MI 48824, USA,

baekha@msu.edu

Jing Chen Michigan State University, East Lansing, MI 48824, USA,

jingchen@msu.edu

Huseyin Colak Northeastern Illinois University, Chicago, IL 60625-4699, USA,

hcolak@indiana.edu

Richard K. Coll Science and Engineering Faculty, University of Waikato,

Hamilton, New Zealand, r.coll@waikato.ac.nz

Allan Collins School of Education and Social Policy, Northwestern University,

Evanston, IL, USA, collins@bbn.com

Jan H. van Driel ICLON-Leiden University Graduate School of Teaching,

Leiden, The Netherlands, driel@iclon.leidenuniv.nl

Lyn D. English School of Mathematics, Science, and Technology Education,

Queensland University of Technology, Brisbane, QLD 4069, Australia,

l.english@qut.edu.au

John R. Frederiksen University of Washington, Washington, USA,

frederik@u.washington.edu

Ibrahim A. Halloun Educational Research Center, Jounieh, Lebanon,

halloun@halloun.net

Ineke Henze Instituut Leraar en School (ILS)-Radboud Universiteit Nijmegen,

Nijmegen, The Netherlands, f.henze@ils.ru.nl

Hayat Hokayem Michigan State University, East Lansing, MI 48824, USA,

alhokaye@msu.edu

vii

viii Contributors

Denis Lajium School of Education and Social Development, Universiti Malaysia

Sabah, Kota Kinabalu, Malaysia, denisadl@ums.edu.my

Colleen Megowan-Romanowicz Mary Lou Fulton Teachers College, Arizona

State University, Tempe, AZ 85282, USA, Megowan@asu.edu

Nicholas G. Mousoulides Cyprus University of Technology, 3036 Lemesos,

Cyprus, nicholas.mousoulides@cut.ac.cy

Amy Pallant The Concord Consortium, Concord, MA 01742, USA,

apallant@concord.org

Khemmawaddee Pongsanon Indiana University, Bloomington, IN 47405, USA,

kpongsanon@indiana.edu

Christina Schwarz Department of Teacher Education, Michigan State University,

East Lansing, MI 48824, USA, cschwarz@msu.edu

Pratim Sengupta Mind, Matter & Media Lab, Department of Teaching and

Learning, Peabody College, Vanderbilt University, Nashville, TN 37240, USA,

pratim.sengupta@vanderbilt.edu

Nicos Valanides Department of Education, University of Cyprus, Nicosia

CY-1678, Cyprus, nichri@ucy.ac.cy

Barbara Y. White University of California at Berkeley, Berkeley, CA

94720-8099, USA, bywhite@berkeley.edu

Orvil White The State University of New York College at Cortland, Cortland,

NY, USA, orwhite@indiana.edu

Uri Wilensky Center for Connected Learning & Computer Based Modelling,

Departments of Learning Sciences and Computer Science, Northwestern

University, Evanston, IL 60208, USA, uri@northwestern.edu

Charles Xie The Advanced Educational Modeling Laboratory, The Concord

Consortium, Concord, MA 01742, USA, qxie@concord.org

Li Zhan Michigan State University, East Lansing, MI 48824, USA,

zhanli@msu.edu