This book is the culmination of over twenty years of work toward a
pedagogical theory that promotes experiential learning of model-laden
theory and inquiry in science. It is primarily intended for researchers
and graduate students in science education, and it may serve as a major
reference for in-service and pre-service science teachers.
The book focuses as much on course content as on instruction and
learning methodology, and presents practical aspects that have
repeatedly demonstrated their value in fostering meaningful and
equitable learning of physics and other science courses at the secondary
school and college levels.
The author shows how a scientific theory that is the object of a given
science course can be organized around a limited set of basic models.
Special tools are introduced, including modeling schemata, for students
to meaningfully construct models and required conceptions, and for
teachers to efficiently plan instruction and assess and regulate student
learning and teaching practice. A scientific model is conceived to
represent a particular pattern in the structure or behavior of physical
realities and to explore and reify the pattern in specific ways. The
author further shows how to engage students in modeling activities
through structured learning cycles.