SavedAdd your journal

Journals / Journal of Turkish Science Education / 2020 / Cilt: 17 - Sayı: 2

Using Teaching Strategies of Model-Based Co-construction ofPre-service Elementary Teachers about Seasonal Change

Jun-Young OH
Hee-Ju MAENG
Yeon-A SON
Pages
253–270
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research implicationis that Model-Based Co-construction provides a graduated approach to learning that is highly applicable to the history of science and its ongoing evolution.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The main purposeof this study is to develop teaching strategies for “Model-Based Co-construction” to promote students’ understanding of a scientific model of seasonal change.
📊
Key Findings & Data:In particular, the researchmethodis cognitive conflict strategies and teacher feedback in interaction with the students a reexamined in the context of pre-service elementary teachers at J.
💡
Conclusion & Impact:The research implicationis that Model-Based Co-construction provides a graduated approach to learning that is highly applicable to the history of science and its ongoing evolution.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Özet

The main purposeof this study is to develop teaching strategies for “Model-Based Co-construction” to promote students’ understanding of a scientific model of seasonal change. In particular, the researchmethodis cognitive conflict strategies and teacher feedback in interaction with the students a reexamined in the context of pre-service elementary teachers at J. National University of Education in South Korea. The research resultsshow that prompting learners’ scientific model reconstruction through cognitive conflict strategies and teacher-student interaction could be a promising tool to enhance science teaching of astronomical subject matter that is resistant to conceptualchange. The research implicationis that Model-Based Co-construction provides a graduated approach to learning that is highly applicable to the history of science and its ongoing evolution.

🔖

Cite This Article

OH, J., MAENG, H., SON, Y. (2020). Using Teaching Strategies of Model-Based Co-construction ofPre-service Elementary Teachers about Seasonal Change. Journal of Turkish Science Education, Cilt: 17 - Sayı: 2, 253–270. https://ajindex.com/articles/219817

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Anderson, R. C., Nguyen-Jahiel, K., McNurlen, B., Archoudidou, A., Kim, S., Retznitskaya, A. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19,1–46.
  2. Atwood, R.K., & Atwood, V.A. (1996). Preservice elementary teachers’ conceptions of the causes of seasons. Journal of Research in Science Teaching, 33,553–563.
  3. Billet, S. (1996). Situated learning: Bridging sociocultural and cognitive theorizing. Learning and Instruction, 6(3),263–280.
  4. Bulgren, J.A., Desher, D.D., Schumaker, J.B., & Lenz, B.K. (2000). The use and effectiveness of analogical instruction in diverse secondary content classrooms. Journal of Educational Psychology, 92(3),426–441.
  5. Clement, J. (1988). Observed methods for generating analogies in scientific problem solving. Cognitive Science, 12,563-586.
  6. Clement, J.J. (2008b). Six levels of organization for curriculum design and teaching. In J.J. Clement, & M. A. Rea-Ramirez (Eds.), Model based learning and instruction in science(pp.255–272). Netherlands: SpringerVerlag. Clement, J.J. (2008c). Model based learning and instruction in science. In J.J. Clement, & M. A. Rea-Ramirez(Eds.), Model based learning and instruction in science(pp.1–9). Netherlands: SpringerVerlag. Clement, J. & Steinberg, M. (2002). Step-wise evolution of models of electric circuits: A “learning-aloud” case study. Journal of the Learning Sciences, 11(4),389-452.
  7. Collins, A. and D. Gentner. (1987). “How people construct mental models”, in Holland, D. and Quinn, N. (Eds), Cultural models in language and thought, Cambridge, UK:.Cambridge University Press(pp.243-268),
  8. Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2007). Taking science to school: Learning and teaching science in grades K-8.Washington, DC: The National Academies Press.
  9. Feigenberg, J., Lavrik, L., & Shungakov, V. (2002). Space scale: Models in the history of science and students’ mental models. Science & Education, 11,377–392.
  10. Hewitt, P.G., Suchlochi, J., & Heweitt, L.A. (1994). Conceptual physical science. New York: Harper Collins College Publishers.
  11. Kuhn T.S. (1970). The Structure of Scientific Revolutions. Chicago: Chicago University Press.
  12. Kikas, E. (1998a). Pupils’ explanations of seasonal changes: Age differences and the influence of teaching. British Journal of Educational Psychology, 68,505–516.
  13. Kikas, E. (1998b). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and