What’s missing in model-based teaching?

Samia Khan

Research output: Contribution to journalArticlepeer-review

28 Citations (Scopus)

Abstract

In this study, the author investigated how four science teachers employed model-based teaching (MBT) over a 1-year period. The purpose of the research was to develop a baseline of the fundamental and specific dimensions of MBT that are present and absent in science teaching. Teacher interviews, classroom observations, and pre and post-student assessments were gathered. Using a Generate-Evaluate-Modify framework as a theoretical guide, the author identified three fundamental aspects of MBT that were not apparent in an analysis of the teaching methods. Drawing on these findings, the author hypothesizes the consequent impact of the absence of these aspects on MBT on students’ experiences and performance in science. Implications for core science teacher professional development activities on MBT are discussed.
Original languageEnglish
Pages (from-to)535-560
Number of pages26
JournalJournal of Science Teacher Education
Volume22
Issue number6
Early online date27 Aug 2011
DOIs
Publication statusPublished - 2011

Keywords

  • Model-based teaching
  • Model-based inquiry
  • Models
  • Science teacher education
  • Professional development

Fingerprint Dive into the research topics of 'What’s missing in model-based teaching?'. Together they form a unique fingerprint.

Cite this