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2019-03-18Zeitschriftenartikel DOI: 10.18452/19813
Assessment of meta-modeling knowledge: Learning from triadic concepts of models in the philosophy of science
dc.contributor.authorKrell, Moritz
dc.date.accessioned2019-03-27T11:10:05Z
dc.date.available2019-03-27T11:10:05Z
dc.date.issued2019-03-18
dc.identifier.issn2566-9087
dc.identifier.urihttp://edoc.hu-berlin.de/18452/20610
dc.description.abstractMeta-modeling knowledge is an established construct in science education, typically conceptualized in frameworks encompassing hierarchically ordered levels of understanding specific for different aspects (e.g., purpose of models, testing models, changing models). This study critically discusses the appropriateness of assessments based on such frameworks taking into account triadic concepts of models in the philosophy of science. Empirically, secondary school students’ (N=359) responses to modeling tasks are analyzed. In the tasks, the modeling-purpose is not subject of the assessment, but intentionally provided. The findings show that students’ expressed level of understanding significantly depend on both the modeling-purpose and the modeling-context introduced in the tasks. Implications for science education are discussed.eng
dc.language.isoeng
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY-NC-ND 4.0) Attribution-NonCommercial-NoDerivatives 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectmeta-modeling knowledgeeng
dc.subjectassessmenteng
dc.subjectcontext-dependencyeng
dc.subjectlevels of understandingeng
dc.subject.ddc357 Kavalleriestreitkräfte und Kampfführung
dc.subject.ddc500 Naturwissenschaften und Mathematik
dc.subject.ddc407 Ausbildung, Forschung, verwandte Themennone
dc.subject.ddc100 Philosophie, Parapsychologie und Okkultismus, Psychologienone
dc.titleAssessment of meta-modeling knowledge: Learning from triadic concepts of models in the philosophy of science
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/20610-9
dc.identifier.doihttp://dx.doi.org/10.18452/19813
dc.type.versionpublishedVersion
local.edoc.container-titleScience Education Review Letters
local.edoc.container-creatorRüdiger Tiemann, Annette Upmeier zu Belzen, Andreas Borowski
local.edoc.pages7
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionMathematisch-Naturwissenschaftliche Fakultät
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-publisher-nameHumboldt-Universität zu Berlin
local.edoc.container-publisher-placeBerlin
local.edoc.container-volume2019
local.edoc.container-issue1
dc.description.versionPeer Reviewed
local.edoc.container-erstkatid2899700-1

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