Models in science and for teaching science: Data from an intervention programme

Torres, José Manuel Framiñán; Vasconcelos, Clara

doi:10.18844/ijlt.v9i1.2225

Cited by 3 publications

(10 citation statements)

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“…Several PSTs stated that they had drawn a macroscopic picture of what they had seen. This finding is in line with multiple studies showing that PSTs hold naïve and simplistic views of models as replicas or copies of a real system prior to model-or modelling-based interventions (Danusso et al, 2010;Soulios & Psillos, 2016;Torres & Vasconcelos, 2017;Yenilmez Turkoglu & Oztekin, 2016). All science teachers should understand the meaning of a model beyond it merely being a copy or replica (Oh & Oh, 2011).…”

Section: Discussionsupporting

confidence: 86%

“…A Danish study showed that in-service teachers thought it was important to teach meta-knowledge about models to pupils but that more experienced teachers tended to be more focused on modelling processes in their teaching than less experienced ones (Nielsen & Nielsen, 2019). After participating in modelling interventions, PSTs also saw a greater need for meta-modelling knowledge for their pupils, such as the limitations of models and their use in science (Torres & Vasconcelos, 2017). These results suggest the importance of including scientific modelling in science teacher education for PSTs with or without previous degrees in science (Danusso et al, 2010) as well as for in-service teachers (Nielsen & Nielsen, 2019).…”

Section: (2) 2021mentioning

confidence: 99%

“…In-service teachers note that models can be used to assess pupils' content knowledge but that the assessment of modelling work can be challenging (Nielsen & Nielsen, 2019). However, several studies show that PSTs believe models and modelling can prompt interest and creativity among pupils and can make the teaching more diverse, accessible and concrete (Aktan, 2016;Nielsen & Nielsen, 2019;Torres & Vasconcelos, 2017;Yenilmez Turkoglu & Oztekin, 2016). Additionally, models can provide a concrete reference point for the subject under study (Nielsen & Nielsen, 2019) and can improve pupils' reasoning and arguing skills (Ryu et al, 2018;Torres & Vasconcelos, 2017).…”

Section: (2) 2021mentioning

confidence: 99%

“…PSTs have been found to hold naïve and simplistic views of models as only copies or replicas (Danusso et al, 2010;Soulios & Psillos, 2016;Torres & Vasconcelos, 2017;Yenilmez Turkoglu & Oztekin, 2016). This naïve understanding is even evident for PSTs holding degrees in physics, engineering and mathematics (Danusso et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…This naïve understanding is even evident for PSTs holding degrees in physics, engineering and mathematics (Danusso et al, 2010). Previous intervention studies have shown that model-and modellingoriented teaching plans have helped students to attain a more nuanced view of models (Danusso et al, 2010;Soulios & Psillos, 2016;Torres & Vasconcelos, 2017); and some have suggested a stronger focus on the components of scientific models in teacher education (Danusso et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Learning through modelling in science: Reflections by pre-service teachers

Aalbergsjø

Sollid

2021

NorDiNa

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This study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated pre- and in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activitiesare important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms.

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Section: Discussionsupporting

confidence: 86%

Section: (2) 2021mentioning

confidence: 99%

Section: (2) 2021mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning through modelling in science: Reflections by pre-service teachers

Aalbergsjø

Sollid

2021

NorDiNa

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Effect of Synthetic and Natural Specimen Use on Process Skills and Applications in Secondary School Biology Practical in Ekiti State, Nigeria.

Adebisi¹,

Oladimeji²

2020

AJOTE

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Effective teaching of Biology practical entails the use of specimens. However, in Nigeria, some natural specimens are difficult to obtain when needed, hindering the learning and application of science process skills. Consequently, teachers resort to pictorial representation of specimen and to online prints for Biology practical instructions. Another possible alternative less discussed is the use of synthetic or artificial specimens. The goal of this study, therefore, was to examine the effect of using synthetic and natural specimen on practical skills- process skills acquisition and application in Biology practical in secondary schools. It sought to determine the efficacy of using synthetic specimens to complement or substitute for natural specimens in teaching Biology practical. The study employed the pre-test, post-test, control group, quasi- experimental design. A total of 212 senior secondary school (SS II) Biology students in six selected government-owned high schools in Moba and Ijero Local Government Area of Ekiti state, Nigeria, were randomly selected for the study. The schools were paired and assigned to two experimental groups (using synthetic and natural specimens) and a control group (using conventional drawings). Eight instruments were employed for the study and used at treatment stage. Data collected were analyzed using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). The results showed that there was a significant effect of synthetic specimens and natural specimens on the proficiency of the students in basic science process skills acquisition (F = 60.470, P<0.05). However, the mean gain of 3.884 which existed between the two groups showed that natural specimens were slightly more effective than synthetic specimens. The results also showed a significant effect for the use of synthetic specimens on process skills acquisition and applications of Biology concept among the students (F = 74.773, P<0.05). The study concluded that synthetic specimens are equally effective as natural specimens in improving the acquisition and application of basic science process skills of students in Biology.

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Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?

Torres

Vasconcelos

2021

Education Sciences

Self Cite

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Currently, it is considered fundamental to improve students’ views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly influence students’ learning experience. With the aim to improve prospective science teachers’ views of the NOS and about models, and to better understand the factors that mediate the translation of their views into their classroom practices, a research project was conducted. An intervention programme was applied, and prospective science teachers’ classes were observed. Data were collected, encompassing a diverse set of data sources: (i) questionnaires and interviews (given to prospective science teachers before and after the intervention programme); (ii) prospective science teachers’ lesson plans and portfolios: (iii) videotapes and observations of the classroom instruction; (iv) and, lastly, final interviews were given to both prospective science teachers and their school supervisors. Although prospective science teachers have improved their views regarding the NOS and models, they taught about the NOS and used models in very different ways. Some factors that mediate the translation of teachers’ views and some educational implications will be discussed.

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Models in science and for teaching science: Data from an intervention programme

Cited by 3 publications

References 0 publications

Learning through modelling in science: Reflections by pre-service teachers

Learning through modelling in science: Reflections by pre-service teachers

Effect of Synthetic and Natural Specimen Use on Process Skills and Applications in Secondary School Biology Practical in Ekiti State, Nigeria.

Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?

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