MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling

Christina Schwarz, Brian J Reiser, Andrés Acher, Lisa Kenyon, David Fortus

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The MoDeLS project, Modeling Designs for Learning Science, has been developing and refining a learning progression that represents successively more sophisticated levels of engagement in the practice of scientific modeling (Schwarz et al., 2009). Our view of modeling practice draws on areas of agreement in current studies of learning about modeling (Harrison & Treagust, 2000; Lehrer & Schauble, 2000, 2006; Lesh & Doerr, 2003; Lesh & Lehrer, 2003; Treagust, Chittleborough, & Mamiala, 2002).
Original languageEnglish
Title of host publicationLearning Progressions in Science
Pages101-137
ISBN (Electronic)9460918247
DOIs
StatePublished - 2012

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