Cultivating Model-Based Reasoning in Science Education

 

 

The approache encouraged students to generate and test their own causal conceptual models of scientific phenomena. In addition, there was an equal emphasis on leading the classroom members to monitor and reflect on their own progress in achieving this goal. The general intent was to scaffold for students a shift from the more typical role of following a prescr ibed sequence of activities dictated by the curriculum and teacher to one in which students became increasingly  capable devoloping their own experimental and observational plans for testing the adequacy of their current theory, comparing their theory and findings to those generated by others and then revising the model to improve its generality and predictive power.An emphasis on modeling entails changes

in students’ epistemic goals. Rather than working to find answers to questionposed by curiculum

designers or teachers, students learn to pose, evaluate, and pursue worthwhile questions of their own

 

 

Questions:

1)How do we use analogical mapping effectively during science lesson?