Mediated Modeling in Science Education |
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Authors: | Ibrahim A Halloun |
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Institution: | (1) Educational Research Center, Lebanese University, P.O. Box 2882, Jounieh, Lebanon |
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Abstract: | Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential
learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities
through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation,
they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular
modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly
demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary
school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials,
better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds. |
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Keywords: | experiential learning learning cycle mediation model modeling inquiry paradigm schema |
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