This book sets out the necessary processes and challenges
involved in modeling student thinking, understanding and learning.
The chapters look at the centrality of models for knowledge claims
in science education and explore the modeling of mental processes,
knowledge, cognitive development and conceptual learning. The
conclusion outlines significant implications for science teachers
and those researching in this field.
This highly useful work provides models of scientific thinking
from different field and analyses the processes by which we can
arrive at claims about the minds of others. The author highlights
the logical impossibility of ever knowing for sure what someone
else knows, understands or thinks, and makes the case that
researchers in science education need to be much more explicit
about the extent to which research onto learners ideas in science
is necessarily a process of developing models.
Through this book we learn that research reports should
acknowledge the role of modeling and avoid making claims that are
much less tentative than is justified as this can lead to
misleading and sometimes contrary findings in the literature. In
everyday life we commonly take it for granted that finding out what
another knows or thinks is a relatively trivial or straightforward
process. We come to take the mental register (the way we talk about
the contents of minds) for granted and so teachers and researchers
may readily underestimate the challenges involved in their
work."
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