Subject Index
A
Analyzing, 26, 28, 43–44, 63, 69–70, 134, 136,
165, 206–207, 222, 248, 250, 264
C
Classroom discourse management, 99, 103
Cognition, 78, 104–105, 110
Cognitive model, 143
Cognitive tool, 3, 10–12, 14, 242, 276
Computer modeling, 11, 123, 161, 263–277
Conceptual models, 6, 99, 119
D
Designed-based practice, 125, 267
Designing learning environments, 103, 166
Domain frameworks, 23–39
Dutch education, 239–242
E
Electricity, 51, 100, 104,
141–167, 275
Elementary teachers, 41, 71, 80, 82, 173–192,
195–216, 221–235, 263–277
Engineering education, 173–175, 186–187
Engineering model-eliciting activities,
175–177, 186
Epistemic forms, 23, 25–30, 32–33, 35–36, 39,
45, 49, 52–53, 55–56, 67, 70, 72
Epistemological view, 250, 253, 255, 257
Experiential learning, 83–84, 86, 265
Expert protocols, 25, 27
H
Hypothesizing, 43,
69, 222
I
Inquiry science, 41–45, 58, 62, 68, 70–72, 84,
202, 216, 222–225, 232, 239, 265, 277
Inquiry teaching, 84, 222, 277
Inservice teachers, 242
Instructional design, 100
International Arab Baccalaureate (IAB), 77, 94
Intuition, 121, 147, 166
Investigating, 48, 52, 54–55, 57, 61, 66, 70,
124, 144, 148, 201, 240, 251, 266
L
Learning of science, 3, 12, 58, 242, 263
M
Mathematization, 176
Mental model,
5–6, 10–11, 14, 115, 119, 156,
159, 165, 186, 196, 263–264, 276
Metacognition, 70, 197
Metamodeling Knowledge (MMK), 197
Middle-out instruction, 82–83, 86
Misconception, 99–100, 141–143, 145,
165–166, 223, 226, 228
Model types, 23–39, 46, 48–49, 51, 55,
70–72
Modeling instruction, 78–80, 83–85, 99–104,
113, 117
Modeling schemata, 77–95
Model-Centered Instructional Sequence (MIS),
196
, 199–201, 206, 269
Molecular dynamics simulation, 128–132
Molecular workbench, 121–137
N
Nanoscience, 121–137
Nanotechnology, 121, 124
Nature of science, 6–7, 12, 14, 41–44,
126, 197, 221, 235, 239–240, 258,
264–265
P
Pedagogical Content Knowledge (PCK), 13,
240, 242–243, 266, 277
Problem solving, 10, 25, 44, 93, 113, 117, 136,
175–176, 178, 187, 265
289