18 research outputs found
Modelling Students’ Thematically Associated Knowledge : Networked Knowledge from Affinity Statistics
Peer reviewe
Agent-based-model of students’ sociocognitive learning process in acquiring tiered knowledge
Peer reviewe
Concept networks of students’ knowledge of relationships between physics concepts: finding key concepts and their epistemic support
Joy of mathematical modelling: a forgotten perspective?
We argue the relevance of including an affective perspective in the mathematical modelling education research and emphasise its importance for the teaching and learning of mathematical modelling at all levels, especially at the university. Our argument is supported by a recent survey of mathematics lecturers’ views on mathematical modelling, several follow-up interviews, and a review of literature on mathematical modelling that relates to enjoyment, pleasure, and appreciation. Findings from the survey and the follow-up interviews indicate that there is a group of practitioners who hold strong views on the importance of enjoyment in doing and teaching mathematical modelling
Epistemological Debate Underlying Computer Simulations Used in Science Teaching: The Designers’ Perspective
Computer simulations are widely used in many research areas and their role in the production of scientific knowledge is nowadays the subject of debate in philosophy of science. However, there hasn´t been such debate regarding their use in science teaching. This work presents the results of a phenomenographic case study involving three researchers that design and use computer simulations in physics. The study analyzes these designers view on simulations and on the role of simulations in physics teaching. The results show that they agree on the fact that computer simulations have changed the way we do science and that they share many characteristics with the classical models: they derive from theories, they help to predict and explain phenomena, and their results need to be empirically validated. They consider simulations used in science teaching ?that differ from those used in research in their objectives as well as their design? to be useful as they allow students to visualize and/or work on a phenomenon from the viewpoint of the mathematical model, the physical, and the virtual one in an interrelated way. In general, the designers views on simulations and their use in science and education were more complex and meaningful than those conveyed by novel researchers in science teaching or found in research articles on secondary education that look at this subject.Fil: Seoane, MarĂa Eugenia. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas; ArgentinaFil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas; Argentina. Consejo Nacional de Investigaciones CientĂficas y TĂ©cnicas. Centro CientĂfico TecnolĂłgico Conicet - Tandil; ArgentinaFil: Greca, Ileana. Universidad de Burgos; Españ