caa a22 4500 463205480 CHVBK 20180405153124.0 cr unu---uuuuu 170326e20070801xx s 000 0 eng 10.1007/s11191-007-9089-3 doi (NATIONALLICENCE)springer-10.1007/s11191-007-9089-3 Matthews Michael School of Education, University of New South Wales, 2052, Sydney, Australia aut Models in science and in science education: an introduction [Elektronische Daten] [Michael Matthews] This collection of papers contributes to the tradition of model-related research in education, and it does so in both the fields of pedagogy and epistemology. Hopefully the papers will deepen understanding and move the research field forward. The ubiquity of models in the history and current practice of science is widely recognised. In the past half-century historians and philosophers of science have devoted considerable time to documenting and understanding the role of models in science and social science. A minority of studies have engaged with the central epistemic question of the truth-status of models, and of how models relate, or do not relate, to the real-world processes that they are putatively representing. In Education research there has been a rich vein of such research investigating the use of models as aids to memory, as ways of bridging between the experience and understanding of learners and the more abstract theories of science; and there has been a lot of research on the efficacy of children's own experiences of model construction and testing. Attention to the epistemological side of model construction, functioning and testing is of special current importance because of the unprecedented importance being given to ‘Nature of Science' objectives in science curricula around the world. Springer Science+Business Media B.V., 2007 Models nationallicence Epistemology nationallicence Mental models nationallicence Phenomena nationallicence Theory nationallicence Science & Education Kluwer Academic Publishers 16/7-8(2007-08-01), 647-652 0926-7220 16:7-8<647 2007 16 11191 https://doi.org/10.1007/s11191-007-9089-3 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11191-007-9089-3 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Matthews Michael School of Education, University of New South Wales, 2052, Sydney, Australia aut NATIONALLICENCE 773 0- Science & Education Kluwer Academic Publishers 16/7-8(2007-08-01), 647-652 0926-7220 16:7-8<647 2007 16 11191 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer