scholarly journals Treagust, David F. and Tsui, Chi-Yan (Ed.) (2013). Multiple Representations in Biological Education, Models and Modeling in Science Education (Volume 7). Dordrecht, Heidelberg, New York, London: Springer. 390 p. ISBN: 978-94-007-4191-1 (print version)

2017 ◽  
Vol 7 (1) ◽  
pp. 171-173
Author(s):  
Gregor Torkar
Keyword(s):  
New York ◽  
Science Education ◽  
Multiple Representations ◽  
Print Version ◽  
Biological Education ◽  
Models And Modeling

scholarly journals Cogenerative Dialogue: Developing Biology Learning Accommodations for Students with Disabilities

2016 ◽  
Vol 3 (1) ◽  
pp. 97
Author(s):  
Edward Lehner
Keyword(s):  
New York ◽  
Special Education ◽  
Science Education ◽  
Students With Disabilities ◽  
Science Teachers ◽  
Universal Design For Learning ◽  
Cogenerative Dialogue ◽  
Learning Space ◽  
Design For Learning ◽  
Biology Curriculum

<p><em>A prominent challenge, at times under-addressed in the science education literature, is considering what types of learning accommodations science teachers should employ for students with disabilities. Outside of science education, researchers have consistently outlined how Universal Design for Learning (UDL) is one efficient means by which to engage students with disabilities in the curriculum. This paper presents the results of a research study in which teachers employed co-generative dialogue as a learning space where UDL was used to differentiate and individualize instruction in an inclusive biology class. The data originated from a larger, ongoing, longitudinal ethnography of science learning in several New York City special education classrooms. This ethnographic work presents a case study where teachers and a student used co-generative dialogue to develop learning accommodations which conformed to the principles of UDL. This research demonstrates how co-generative dialogue can provide biology teachers and special education co-teachers with an opportunity to collaborate with students to create learning accommodations that connect to the broader biology curriculum. </em></p>

scholarly journals Modeling competence in science education

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Mei-Hung Chiu ◽  
Jing-Wen Lin
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Modeling Processes ◽  
Assessment Instruments ◽  
Theoretical Understanding ◽  
Modeling Competence ◽  
Teacher Professional ◽  
Modeling Practice ◽  
Models And Modeling

AbstractResearch on the understanding of the nature of models and modeling processes in science education have received a lot of attention in science education. In this article, we make five claims about the research on modeling competence in science education. The five claims are (1) the development of modeling competence in practice is essential to scientific literacy for twenty-first century citizens, (2) further research is needed to build a holistic and theoretical understanding of models and modeling knowledge (MMingK), (3) providing a modeling-based scaffolding framework for meaningful and active authentic learning is to enhance student’s engagement of scientific practice, (4) appropriate formative assessment instruments and evaluation rubrics to assess students’ modeling processes and products within the context of modeling practice should be developed, and (5) research on learning progression in modeling competence needs to be intertwined with MMingK and modeling practice. Implications for student learning and teacher professional development will be drawn from existing literature.

scholarly journals Impacts of Reasoning Stimulation with Multiple Representasions Supported by Argumentation Towards the Achievement of System Thinking

2019 ◽  
Author(s):  
sumarno sumarno
Keyword(s):  
Systems Thinking ◽  
Teacher Research ◽  
Multiple Representations ◽  
Instructional Effectiveness ◽  
Research Data ◽  
System Thinking ◽  
Biology Teacher ◽  
Tissue Systems ◽  
Use Of Models ◽  
Models And Modeling

This research was conducted to test the instructional effectiveness that provides representative and argumentation tasks to stimulate reasoning, in order to promote system thinking on the topic of plant basic tissue systems. Testing is done through one group postest only design toward 30 pre-service biology teacher. Research data is in the form of reasoning complexity using multiple representations and thinking abilities that are collected through the analysis of completed worksheets and written tests. The results showed the use of multiple representations supported by arguments stimulating reasoning and correlating with the achievement of system thinking abilities. Learning that gradually involves direct observation activities, visualization and the use of models and modeling that uses discourse support for argumentation provides scaffolding in systems thinking.

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