Modelling-based Teaching in Science Education

Thisbook argues that modelling should be a component of all school curricula thataspire to provide ‘authentic science education for all’. The literature onmodelling is reviewed and a ‘model of modelling’ is proposed. The conditionsfor the successful implementation of the ‘model of modelling’ in classrooms areexplored and illustrated from practical experience. The roles of argumentation,visualisation, and analogical reasoning, in successful modelling-based teachingare reviewed. The contribution of such teaching to both the learning of keyscientific concepts and an understanding of the nature of science areestablished. Approaches to the design of curricula that facilitate theprogressive grasp of the knowledge and skills entailed in modelling areoutlined. Recognising that the approach will both represent a substantial changefrom the ‘content-transmission’ approach to science teaching and be inaccordance with current best-practice in science education, the design ofsuitable approaches to teacher education are discussed. Finally, the challengesthat modelling-based education pose to science education researchers, advancedstudents of science education and curriculum design, teacher educators, publicexaminers, and textbook designers, are all outlined.