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Models, matter and truth in doing and learning science

Hardman, MA; (2017) Models, matter and truth in doing and learning science. School Science Review , 98 (365) pp. 91-98. Green open access

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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 > 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
URI: https://discovery.ucl.ac.uk/id/eprint/1560110
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