What is Model-based Learning(MBL)?
How students learn: science in classroom
five epistemic features of scientific knowledge:(Windschitl,Thompson, & Braaten,2008)
testable 可验证性
revisable 可修改性
explanatory 解释性
conjectural,and 推理性
generative 启发性
Why to promote MBL now?
科学不仅仅是科学知识，还包括科学过程和科学的本质。学生不仅应该了解科学知识是什么，还应该了解科学知识是如何产生和发现的。MBL能够体现科学的全过程，是更真实的科学。
科学探究在一线教学中面临很多困难，由于教学资源和时间的限制，学生很难有机会检验自己的假说是否正确，也较少有体会出自己的研究问题的机会。计算机模拟则可以解决这些困难，为学生提供模拟的科学探究体验。
对于有效教学行为的研究所揭示的高效教学列表中，基于模型的科学探究覆盖了绝大部分的有效行为。因此，它是一种非常值得提倡的一种教学实践方式。
How MBL affects science learning?
How to use MBL in science classroom?
How to process MBL?
How to assess students’ work?
How to adapt the activities for various needs?
Simulation approach
Collaboration approach
Resources
What are the Opportunities and Challenges for science teachers?
Misunderstandings
Lack of knowledges and skills
Reference
Rapp & Sengupta models and modeling in science learning(2).doc - Rapp-Sengupta.pdf
Discourse Tools model-based inquiry: http://tools4teachingscience.org/
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations. Science education, 92(5), 941-967.
Index of /mwind/MWHome/downloads
http://faculty.washington.edu/mwind/MWHome/downloads/
reflection on groupwork modeling - Chunlei’s Blog
http://zhangchunlei.com/blog/2013/09/27/reflection-on-groupwork-modeling/
Timss video and reflection of teaching science with modeling - Chunlei’s Blog
http://zhangchunlei.com/blog/2013/08/19/timss-video-and-reflection-of-teaching-science-with-modeling/
