Students' understanding of the role of scientific models in learning science

• Published in: International journal of science education Vol. 24; no. 4; pp. 357 - 368
• Main Authors: Treagust, David F, Chittleborough, Gail, Mamiala, Thapelo L
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.04.2002; Taylor & Francis
• Subjects: Academic Achievement; Concept formation; Constructivism (Learning); Curriculum subjects: programmes and methods; Denkmodell; Educational sciences; Exact and natural sciences; Fragebogen; Konzept; Lehrerverhalten; Role; Science Education; Science teaching; Scientific concepts; Secondary Education; Secondary school students; Teaching Methods; Wissenschaftliches Modell; Australia; Science; Conceptual Imagery; Teaching Model; Learning Psychology; Secondary Education
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/09500690110066485

Scientific models are used routinely in science not only as learning tools, but also as representations of abstract concepts and as consensus models of scientific theories. Students' experiences with scientific models help them to develop their own mental models of scientific concepts. This paper discusses the development and evaluation of an instrument to measure secondary students' understanding of scientific models. The results of a study with 228 secondary science students identify five themes about students' understanding of scientific models: scientific models as multiple representations; models as exact replicas; models as explanatory tools; how scientific models are used; and the changing nature of scientific models. The results highlight the need for greater emphasis on the teaching of the role and purpose of the concept of scientific models in science.