Moving beyond the model as a copy problem: investigating the utility of teaching about structure-preserving transformations in the model-referent relationship

Daniel K. Cappsa Department of Mathematics & Science Education, University of Georgia, Athens, GA, USACorrespondence[email protected]

https://orcid.org/0000-0002-2017-9218 View further author information

Jonathan T. Shemwellb Department of Curriculum and Instruction, The University of Alabama, Tuscaloosa, AL, USA

https://orcid.org/0000-0001-8681-0378 View further author information

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Ayça K. Fackler & Daniel K. Capps. (2023) ‘If you wanted to take this model and throw nitrogen at it, it would fit’: synthesis approach to modelling to learn about biogeochemical cycles. International Journal of Science Education 0:0, pages 1-19.
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Gülüzar Eymur & Daniel K. Capps. (2022) A model-based approach to teaching about solutions. Science Activities 59:3, pages 135-141.
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Articles from other publishers (4)

Jing‐Wen Lin & Hsiu‐Yi Chao. (2023) Developing an instrument to examine students' analogical modeling competence: An example of electricity. Science Education 108:1, pages 63-85.
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Mike Christenson. (2023) Problematizing the model-building duality: Examining the New Sacristy at S. Lorenzo, Florence, Italy. Frontiers of Architectural Research 12:4, pages 651-663.
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Jonathan T. Shemwell, Daniel K. Capps, Ayca K. Fackler & Carlson H. Coogler. (2023) Integrative Analysis Using Big Ideas: Energy Transfer and Cellular Respiration. Journal of Science Education and Technology 32:4, pages 510-529.
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Xiaoming Zhai. (2022) Assessing high‐school students' modeling performance on Newtonian mechanics. Journal of Research in Science Teaching 59:8, pages 1313-1353.
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Moving beyond the model as a copy problem: investigating the utility of teaching about structure-preserving transformations in the model-referent relationship

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Moving beyond the model as a copy problem: investigating the utility of teaching about structure-preserving transformations in the model-referent relationship

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