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Schematic modeling for meaningful learning of physics
Author(s) -
Halloun Ibrahim
Publication year - 1996
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199611)33:9<1019::aid-tea4>3.0.co;2-i
Subject(s) - schematic , mathematics education , computer science , process (computing) , domain (mathematical analysis) , scientific modelling , psychology , mathematics , engineering , physics , programming language , mathematical analysis , quantum mechanics , electronic engineering
Schematic modeling is presented as an epistemologic framework for physics instruction. According to schematic modeling, models comprise the content core of scientific knowledge, and modeling is a major process for constructing and employing this knowledge. A model is defined by its composition and structure and is situated in a theory by its domain and organization. Modeling involves model selection, construction, validation, analysis, and deployment. Two groups of Lebanese high school and college students participated in problem‐solving tutorials that followed a schematic modeling approach. Both groups improved significantly in problem‐solving performance, and course achievement of students in the college group was significantly better than that of their control peers. © 1996 John Wiley & Sons, Inc.