Hardman, MA;
(2017)
Models, matter and truth in doing and learning science.
School Science Review
, 98
(365)
pp. 91-98.
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Abstract
Doing science involves the development and evaluation of models. These models are not objective truths but can be understood as explanations, which scientists use to explore and reason about an aspect of the world. Learning science involves students expressing and engaging with models in the classroom. However, this learning should not be seen as the growth of subjective understanding towards a correct scientific view. Students, like scientists, use myriad models to consider and explain the world. In this article, I will argue that recognising the role of models in both doing and learning science compels teachers to focus on the models that emerge in their classrooms.
| Type: | Article |
|---|---|
| Title: | Models, matter and truth in doing and learning science |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ase.org.uk/journals/school-science-rev... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Models, Materialism |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1560110 |
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