Modeling Instruction empowering Students in the 21st century science classroom.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

The TIMSS and PISA test results have demonstrated the need for many nations to embrace the use of 21st century thinking skills in the classroom. In the United States Modeling Instruction pedagogy has demonstrated that it can assist teachers in increasing the thinking skills of students in many contexts (secondary to undergraduate college) (9-16) and subject areas. This paper will discuss the main tenets of Modeling Instruction in the context of physics, chemistry and biology. Evidence from multiple classrooms and disciplines will be presented that will demonstrate the efficacy of this approach to teaching in the areas of content knowledge, problem solving ability, metacognition, knowledge structures and scientific reasoning skills.
Original languageEnglish
Title of host publicationIn the Classroom: Case studies of Successful Practices
EditorsJ Leach, NJ Ahmad, S Tahir
Place of PublicationPenang, Malaysia
PublisherSEAMEO RECSAM
Pages61-70
Publication statusPublished - 2014

Fingerprint

instruction
classroom
science
physics
biology
chemistry
student
ability
Teaching
teacher
knowledge
evidence

Cite this

Malone, K. (2014). Modeling Instruction empowering Students in the 21st century science classroom. In J. Leach, NJ. Ahmad, & S. Tahir (Eds.), In the Classroom: Case studies of Successful Practices (pp. 61-70). Penang, Malaysia: SEAMEO RECSAM.

Modeling Instruction empowering Students in the 21st century science classroom. / Malone, Kathy.

In the Classroom: Case studies of Successful Practices . ed. / J Leach; NJ Ahmad; S Tahir. Penang, Malaysia : SEAMEO RECSAM, 2014. p. 61-70.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Malone, K 2014, Modeling Instruction empowering Students in the 21st century science classroom. in J Leach, NJ Ahmad & S Tahir (eds), In the Classroom: Case studies of Successful Practices . SEAMEO RECSAM, Penang, Malaysia, pp. 61-70.
Malone K. Modeling Instruction empowering Students in the 21st century science classroom. In Leach J, Ahmad NJ, Tahir S, editors, In the Classroom: Case studies of Successful Practices . Penang, Malaysia: SEAMEO RECSAM. 2014. p. 61-70
Malone, Kathy. / Modeling Instruction empowering Students in the 21st century science classroom. In the Classroom: Case studies of Successful Practices . editor / J Leach ; NJ Ahmad ; S Tahir. Penang, Malaysia : SEAMEO RECSAM, 2014. pp. 61-70
@inbook{ce9d1542f21a4f85bd9e92f28a9bc602,
title = "Modeling Instruction empowering Students in the 21st century science classroom.",
abstract = "The TIMSS and PISA test results have demonstrated the need for many nations to embrace the use of 21st century thinking skills in the classroom. In the United States Modeling Instruction pedagogy has demonstrated that it can assist teachers in increasing the thinking skills of students in many contexts (secondary to undergraduate college) (9-16) and subject areas. This paper will discuss the main tenets of Modeling Instruction in the context of physics, chemistry and biology. Evidence from multiple classrooms and disciplines will be presented that will demonstrate the efficacy of this approach to teaching in the areas of content knowledge, problem solving ability, metacognition, knowledge structures and scientific reasoning skills.",
author = "Kathy Malone",
year = "2014",
language = "English",
pages = "61--70",
editor = "J Leach and NJ Ahmad and S Tahir",
booktitle = "In the Classroom: Case studies of Successful Practices",
publisher = "SEAMEO RECSAM",

}

TY - CHAP

T1 - Modeling Instruction empowering Students in the 21st century science classroom.

AU - Malone, Kathy

PY - 2014

Y1 - 2014

N2 - The TIMSS and PISA test results have demonstrated the need for many nations to embrace the use of 21st century thinking skills in the classroom. In the United States Modeling Instruction pedagogy has demonstrated that it can assist teachers in increasing the thinking skills of students in many contexts (secondary to undergraduate college) (9-16) and subject areas. This paper will discuss the main tenets of Modeling Instruction in the context of physics, chemistry and biology. Evidence from multiple classrooms and disciplines will be presented that will demonstrate the efficacy of this approach to teaching in the areas of content knowledge, problem solving ability, metacognition, knowledge structures and scientific reasoning skills.

AB - The TIMSS and PISA test results have demonstrated the need for many nations to embrace the use of 21st century thinking skills in the classroom. In the United States Modeling Instruction pedagogy has demonstrated that it can assist teachers in increasing the thinking skills of students in many contexts (secondary to undergraduate college) (9-16) and subject areas. This paper will discuss the main tenets of Modeling Instruction in the context of physics, chemistry and biology. Evidence from multiple classrooms and disciplines will be presented that will demonstrate the efficacy of this approach to teaching in the areas of content knowledge, problem solving ability, metacognition, knowledge structures and scientific reasoning skills.

M3 - Chapter (peer-reviewed)

SP - 61

EP - 70

BT - In the Classroom: Case studies of Successful Practices

A2 - Leach, J

A2 - Ahmad, NJ

A2 - Tahir, S

PB - SEAMEO RECSAM

CY - Penang, Malaysia

ER -