Towards a Competence-Based View on Models and Modeling in Science Education

The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including perspectives on nature of science. The book explores, interprets, and discusses models and modeling from the perspective of different theoretical frameworks and empirical results. The extent to which these frameworks can be integrated into a competence-based approach for science education is discussed. In addition, the book provides practical guidance by outlining evidence-based approaches to diagnosing and promoting modeling competence. The aim is to convey a strong understanding of models and modeling for professions such as teacher educators, science education researchers, teachers, and scientists. Different methods for the diagnosis and assessment of modeling competence are presented and discussed with regard to their potential and limitations. The book provides evidence-based ideas about how teachers can be supported in teaching with models and modeling implementing a competence-based approach and, thus, how students can develop their modeling competence. Based on the findings, research challenges for the future are identified.

Part 1: Theoretical approaches to Models and Modeling.- Chapter 1: Introducing a Framework for Modeling Competence.- Chapter 2: Semantic Views on Models: An Appraisal for Science Education.- Chapter 3: A Framework for Modeling-based Learning, Teaching, and Assessment.- Chapter 4: Modeling Competence in the Light of Nature of Science.- Part 2: Assessing and Diagnosing Modeling Competence.- Chapter 5: Illuminating Scientists’ Modeling Competence.- Chapter 6: Combining Visual and Verbal Data to Diagnose and Assess Modeling Competence.- Chapter 7: Assessing Modeling Competence with Questionnaires.- Chapter 8: Drawing-based Modeling in Teaching Elementary Biology as a Diagnostic Tool.- Chapter 9: The Blackbox Approach: Analyzing Modeling Strategies.- Part 3: Educating Teachers for Competence-based Teaching of Models and Modeling.- Chapter 10: Teachers´ Views about Models and Modeling Competence towards Developing Scientic Literacy in Young People.- Chapter 11: Using Epistemic Considerations in Teaching: Fostering Students’ Meaningful Engagement in Scientific Modeling.- Chapter 12: A Responsive Methodological Construct for Supporting Learners’ Developing Modeling Competence in Modeling-based Learning Environments.- Part 4: Developing Students´ Modeling Competence.- Chapter 13: Learning to Play the Modeling Game.- Chapter 14: Towards an Epistemology of Modeling-based Learning in Early Science Education.- Chapter 15: Supporting Primary Students’ Developing Modeling Competence for Water Systems.- Chapter 16: Designing Technology Environments to Support System Modeling Competence.- Chapter 17: Learning Abstraction as a Modeling Competence.- Part 5: Attainments and Challenges.- Chapter 18: Attainments and Challenges for Research on Models and Modeling Competence.

Dirk Krüger is a professor of biology education at Freie Universität Berlin, Germany. After studies in biology and mathematics he obtained 1986 a state exam, endedhis traineeship in 1992, and was a teacher until 1997. In 1996 he obtained a PhD in biology at the Institute of Applied Genetics of Leibniz University Hannover. From 1997 to 2003 he worked as a research assistant in Hannover, in 2003 he was appointed a junior professor, in 2006 a full professor of biology education at Freie Universität Berlin. His research focuses on scientific reasoning and scientific inquiry, in particular in the process of modelling. He works on competence models and competence assessment as well as on competence-oriented teaching in secondary and higher education. He is an co-editor of fundamental theoretical and methodological books in science education at Springer and of a journal in the field of science education.

Jan van Driel is a professor of science education at Melbourne Graduate School of Education, University of Melbourne. After obtaining a Master’s degree in chemistry (1984), he worked as a teacher of chemistry in a secondary school. He did a PhD at Utrecht University, The Netherlands, which focused on the teaching and learning of chemical equilibrium. From 1995–2016, he worked at ICLON – Leiden University Graduate School of Teaching; in 2006 he was appointed full professor of science education. From 2010–2016, he was the director of ICLON, until moving to the University of Melbourne in September 2016. His research focuses on science teachers’ knowledge and beliefs and their development in the context of pre-service education and educational reform.