By J.K. Gilbert, C. Boulter
Types and modelling play a principal position within the nature of technology, in its behavior, within the accreditation and dissemination of its results, in addition to forming a bridge to know-how. They for this reason have a major position in either the formal and casual technological know-how schooling provision made for individuals of every age. This publication is a made of 5 years collaborative paintings by means of eighteen researchers from 4 international locations. It addresses 4 key concerns: the jobs of types in technology and their implications for technological know-how schooling; where of versions in curricula for significant technology matters; the ways in which types will be awarded to, are discovered approximately, and will be produced by way of, members; the results of these kind of for study and for technology instructor schooling. The paintings attracts on insights from the heritage and philosophy of technology, cognitive psychology, sociology, linguistics, and lecture room learn, to set up what should be performed and what's performed. The booklet might be of curiosity to researchers in technological know-how schooling and to these taking classes of complicated examine in the course of the global.
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Additional info for Developing Models in Science Education
1998). In this study various models of the eclipse were used and built as the children discussed their understanding of what happens during a lunar eclipse. ) In attempting a similar task, Mirham (1989) proposed criteria that attempted to be natural (for the purpose of explanation) and generic (as fundamental as possible). He chose the extent to which the models are 46 Constructing a Typology 01Models Boulter, Buckley material or symbolic, whether they are static or dynamic. and whether they have a defined and known outcome (deterministic) or an outcome based on probabilities (stochastic).
This vital process of attention to the particular continues throughout life. Alongside this identification process lies the companion process of building groups of similar objects. In this categorisation process objects are sorted into groups according to their similarities and differences on certain criteria, often their properties. , 1979). The interaction between categorisation and particularisation is seen in the research of Tversky (1989) who was concerned with the way her subjects viewed types of objects.
45 in the cells of a taxonomy. Thus operational typologies represent a mapping from both the conceptual and the empirical levels. In producing an operational typology of models one approach would involve the production of a typology of kinds of expressed model followed by the production of examples for each cell; this might be called the deductive 'cl assical strategy' (Bailey, 1994). Another approach would entail grouping collected models from the classroom and the creation by induction of conceptual labels for the groups; a ' grounded theory' approach' (Glaser and Strauss, 1967).