Description: Preface. Acknowledgements. Section One: On the Nature and Significance of Models. 1. Positioning Models in Science Education and in Design and Technology Education; J.K. Gilbert, et al. 2. Science and Education: Notions of Reality, Theory and Model; J.K. Gilbert, et al. 3. Constructing a Typology of Models for Science Education; C.J. Boulter, B.C. Buckley. 4. Mathematical Models in Science; D. Malvern. Section Two: The Development of Mental Models. 5. Grasping Mental Models; C. Franco, D. Colinvaux. 6. Investigating the Role of Representations and Expressed Models in Building Mental Models; B.C. Buckley, C.J. Boulter. 7. Modelling and Creativity in Design and Technology Education; R. Elmer, T. Davies. 8. Thought Experiments and Embodied Cognition; M. Reiner. 9. Computers and the Development of Mental Models; P. Carmichael. Section Three: Teaching and Learning Consensus Models. 10. Explanations with Models in Science Education; J.K. Gilbert, et al. 11. Teaching with Historical Models; R.S. Justi. 12. Models in Explanations of Chemistry: The Case of Acidity; J. Oversby. 13. Models in the Explanations of Physics: The Case of Light; M. Rutherford. 14. The Role of Models in Biotechnology Education: An Analysis of Teaching Models; B. France. 15. Language, Models and Modelling in the Primary Science Classroom; C.J. Boulter. 16. Teaching and Learning about Chemistry and Modelling with a Computer Managed Modelling System; N. Barnea.17. The Structure and Development of Science Teachers' Pedagogical Models: Implications for Teacher Education; E. Zimmerman. 18. Challenges and Opportunities; C.J. Boulter, J.K. Gilbert. References. Index.

Please Wait