National Science Education Standards

http://repository.hyogo-u.ac.jp/dspace/bitstream/10132/3239/1/AN100700980160017.pdf

“Science for All Americans”が語る科学とは何か

Conceptual change is a popular, contemporary conception of meaningful learning. Conceptual change describes changes in conceptual frameworks (mental models or personal theories) that learners construct to comprehend phenomena. Different theories of conceptual change describe the reorganization of conceptual frameworks that results from different forms of activity. We argue that learners' conceptual frameworks (mental models or personal theories) resulting from conceptual change are most acutely affected by model-based reasoning. Model-based reasoning is engaged and fostered by learner construction of qualitative and quantitative models of the content or phenomena they are studying using technology-based modelling tools. Model building is a powerful strategy for engaging, supporting, and assessing conceptual change in learners because these models scaffold and externalize internal, mental models by providing multiple formalisms for representing conceptual understanding and change. We demonstrate the processes and products of building models of domain content, problems, systems, experiences, and thinking processes using different technology-based modelling tools. Each tool provides alternative representational formalisms that enable learners to qualitatively and quantitatively model their conceptual frameworks.

Model building for conceptual change

For anyone trying to understand the meaning of scores on state standards-based achievement tests, these are important questions to ask. Over the past few years, ETS has carried out studies of state standards-based achievement tests that were administered to students with disabilities. Specifically, the studies sought evidence about the fairness and validity of the inferences made from scores on these tests. These studies have considered those students with disabilities who took tests under standard conditions and those who took the tests under nonstandard conditions.

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Leveling the Field on Math and Science Tests for Students with Learning Disabilities. R&D Connections. Number 12.

......................................................................................................................................... iii Acknowledgements ........................................................................................................................ iv Table of

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Scot Douglas Ewen

Papers

Exploring the Effectiveness of Model-Based Instruction to Improve Sixth-Grade Students' Science Content Knowledge.