From conceptual change to transformative modeling: A case study of an elementary teacher in learning astronomy

This case study describes a teacher's development of and creativity in ma- nipulating physical models in an astronomy course for in-service science teachers of K-8. Specifically, she organized a data table from several charts of numbers, constructed a moon-ball model in addition to a 2-D model, and created a hula hoop model as a con- crete realization of her mental model. Examination of the transformation and construction processes revealed how she revised existing models and added new elements. These recon- struction experiences afforded her with a higher level of comprehension and self-awareness of her mental models. Three of the teacher's actions contributed to her increased under- standing and deployment of the models: she enhanced her autonomy by changing the given models and solving problems she was interested in; she communicated with her partners and shared her knowledge by materializing her models; and she constructed new models

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