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Using Technology to Support Prospective Science Teachers in Learning and Teaching About Scientific Models
Article

, , 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

Abstract

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:

Citation

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. Retrieved April 24, 2019 from .

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Cited By

  1. Technology Learning Principles for Preservice and In-service Teacher Education

    Joan Hughes, University of Minnesota, United States

    Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 345–362

  2. 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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.