Abstract
This research study explores the potential benefits of using authentic modelling practices as contexts for learning in chemistry education. An authentic modelling practice is characterized as professionals sharing common purposes, working to a similar type of modelling procedure, while applying relevant issue knowledge. The educational challenge is to adapt these practices to suit students’ abilities and lead to desired learning outcomes. This study employs an educational design research approach for the construction of an intervention aimed at enhancing students’ epistemological notions regarding models and modelling. The design knowledge is captured in design principles, a synthesis of strategy components and pedagogic effects underpinned by theoretical notions, empirical experiences and/or practical considerations. These design principles provide heuristic guidelines that support practitioners and educational designers in constructing authentic practice-based interventions for science education.
| Original language | English |
|---|---|
| Title of host publication | Educational design research - Part B: Illustrative cases |
| Editors | T. Plomp, N. Nieveen |
| Place of Publication | Enschede, the Netherlands |
| Publisher | SLO (Netherlands institute for curriculum development) |
| Pages | 619-640 |
| Number of pages | 1128 |
| ISBN (Print) | 978 90 329 2335 8 |
| Publication status | Published - 2013 |