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ERIC Number: EJ1081578
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1528-5804
Commentary: Considerations in Pedagogy and Assessment in the Use of Computers to Promote Learning about Scientific Models
Adams, Stephen T.
Contemporary Issues in Technology and Teacher Education (CITE Journal), v4 n1 p35-41 2004
Although one role of computers in science education is to help students learn specific science concepts, computers are especially intriguing as a vehicle for fostering the development of epistemological knowledge about the nature of scientific knowledge--what it means to "know" in a scientific sense (diSessa, 1985). In this vein, the article by Cullin & Crawford (2003) investigated using computer modeling activities in the curriculum of a science methods course. Their goals, which transcended improving their students' understanding of specific models, were aimed at improving their students' appreciation of the nature of scientific modeling in general. This response to their article discusses their findings in relation to considerations pertaining to instruction and assessment in this area. Improving preservice teachers' understanding of the nature of modeling in science is important in part because it supports a related goal of improving students' understanding in this area. To further make the case for the value of an understanding of the nature of models in science, and as a complement to Cullin and Crawford's discussion of teachers' understanding of models, this response also discusses examples from a study of high school students' interpretation of a scientific news report involving computer models.
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A