Both Gobert and Clement's papers (2000) are from the same issue, highlighting use of modeling in science education (and research). As such, both hit on some of the same issues, and both of these papers gave summary and reference to other papers in this "special issue." One important point is that, "At present, models and modeling are considered integral parts of scientific literacy" (p891).
Of interest are their references to Buckley's paper, which apparently has some discussion of assessments. "Buckley shows one method of doing this [describing target models and post-conceptions] in biology in her figure 8, including distinctions between structure, function, behavior and mechanism. Her diagram notation holds promise for allowing us to describe pre- and post-conceptions at an intermediate level of detail, and to compare them to a target model" (p1044). I need to get this and take a look.
Another thing that caught my eye was their reference to Gobert's discussion (in a different paper of this same issue) of the "drawing to learn" strategy (p1046): "...drawings can become a kind of glue that holds the instructional session(s) together, keeps them coherent, and focuses them on the developing conceptual model. This may be a larger sense in which drawings can be an integrative medium." This is of particular interest because I have been talking to a professor in the Botany/Microbiology department on campus about his using student drawings as an indication of their understanding of concepts/content in his Introductory Botany class. Integrating this with technology (both for DOING and ASSESSING the drawings) may be the direction I take my dissertation research.
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Mark, have you had a chance to read Clement (2008)? I certainly enjoyed the examples he provided implementing drawing as a conceptual model that facilitates student-teacher co-construction of knowledge.
Although, not assigned, I am sure you will all benefit looking through the implementations in the special journal issue of International Journal of Science Education, 22(9) and the book chapters of "J. J. Clement & M. A. Rea-Ramirez (Eds.), Model based learning and instruction in science" since both provide clear examples from classroom implementation coupled with research issues.. Both are available electronically from OU library.
Deniz, I was able to read Clement 2008, but didn't pick up on much detail about the "drawing as a conceptual model" part. I have notes that it was mentioned, but still had questions as to the details of implementation. For instance, it said it was for a "large class," but I couldn't picture it in a 550-student section like we have here at OU for Intro Zoology.
Another reference that I'd like to read, along with the others in Vol22(9) of IJSE is:
Stewart, J., C. Passmore, J. Cartier, J. Rudolph, and S. Donovan (2005) Modeling for understanding in science education. Pp 159-184 in Understanding Mathematics and Science Matters, Romberg, T., T. Carpenter, and F. Dremlock, Ed. Erlbaum, Manwah
(S. Donovan was one of the other colleagues at this meeting in D.C. I just attended)
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