Abstract
The MoDeLS project, Modeling Designs for Learning Science, has been developing and refining a learning progression that represents successively more sophisticated levels of engagement in the practice of scientific modeling (Schwarz et al., 2009). Our view of modeling practice draws on areas of agreement in current studies of learning about modeling (Harrison & Treagust, 2000; Lehrer & Schauble, 2000, 2006; Lesh & Doerr, 2003; Lesh & Lehrer, 2003; Treagust, Chittleborough, & Mamiala, 2002).
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Schwarz, C., Reiser, B.J., Acher, A., Kenyon, L., Fortus, D. (2012). MoDeLS. In: Alonzo, A.C., Gotwals, A.W. (eds) Learning Progressions in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-824-7_6
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