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Abstract
Background:
Model-Based learning is a methodology that facilitates students’ construction of scientific knowledge, which, sometimes, includes restructuring their mental models. Taking into consideration students’ learning process, its aim is to promote a deeper understanding of phenomena’s dynamics through the manipulation of models.
Material and methods:
Our aim was to ascertain whether the use of three different types of models, integrated into an intervention program whose goal was to teach the "seismic effects on soils and buildings", would influence the learning process of graduation students or not. For a better understanding of the results, the data were collected and analyzed through a combination of methods using, simultaneously, quantitative and qualitative method.
Results:
And results not only confirmed the importance of the use of models,
Conclusions:
but also led us to the conclusion that despite the potential and limitations of all three models, mixed models are better for restructuring students’ mental models and the development of meaningful learning.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 7, 3043-3068
https://doi.org/10.12973/eurasia.2017.00704a
Publication date: 15 Jun 2017
Article Views: 1585
Article Downloads: 813
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