Understanding models and their use in science: Conceptions of middle and high school students and experts

Abstract

Thirty‐three 7th‐grade mixed‐ability students and 22 11th‐grade honors students were interviewed about their conceptions of models and their use in science. Three analyses are presented in order to: (1) portray the character of students' spontaneous answers; (2) examine the criteria students use to decide whether specific items are models or not; and (3) describe how different general levels of understanding models reflect different epistemological viewpoints. Four experts were also interviewed for purposes of comparison. We found that students in both groups have conceptions of models that are basically consistent with a naive realist epistemology. Thus, they are more likely to think of models as physical copies of reality that embody different spatiotemporal perspectives than as constructed representations that may embody different theoretical perspectives. As student ideas become more sophisticated, however, they increasingly include the fact that models are designed for particular purposes, especially to help communication. All of our experts expressed ideas consistent with a constructivist framework, drawing a distinction between abstract and physical models and articulating ways that models are used for the construction and testing of ideas. Our findings suggest that students need more experience using models as intellectual tools, more experience with models that provide contrasting conceptual views of phenomena, and more discussions of the roles of models in the service of scientific inquiry.

Common Characteristics of Models in Present-day Scientific Practice

“…Research on teacher knowledge in the domain of models and modeling has repeatedly indicated that teachers have very limited knowledge of the nature of models and the act of modeling (e.g., Justi & Gilbert, 2002, 2003Van Driel & Verloop, 1999). We assume that these shortcomings could be an important cause of the well-known problem in science education that many students consider a model to be a copy of the target (Grosslight, Unger, Jay, & Smith, 1991). To broaden textbook authors' and science teachers' conceptions of models and modeling, we think it is important to make them aware of the fact that models do not always explain empirical observations, and that not all models refer to a simplified representation of an abstract concept.…”

Fen Bilgisi Öğretmen Adaylarının Fen ve Teknoloji Dersinde Model Kullanımına Yönelik Tutum Ölçeği Geliştirilmesi

“…When the literature was investigated, it was seen that there were studies to examine the opinions about model and modelling (Grosslight et al, 1991), the students' understanding about scientific models (Treagust et al, 2002), the preservice teachers' perceptions about role and purpose of models in science (Berber and Güzel, 2009), the teachers' opinions about models that is used in science (Güneş et al, 2004a), the science teachers' opinions about model and modelling (Ergin et al, 2012), the physics, chemistry, biology and science teaching staffs' opinions about models and role of models in science education (Güneş et al, 2004b). However, a study that was done in order to examine attitude towards using model wasn't seen.…”

Perspective on models in theoretical and practical traditions of knowledge: the example of Otto engine animations

“…There was an underlying assumption that the process can be represented by many different models of different degree of sophistication. These are all characteristics of the expert view of modelling in the framework by Grosslight et al (1991) and in Justi and Gilbert's (2003) Also P2, the PhD student, gave an example of fitting the phenomenon to the model, when interpreting the constant pressure during intake and exhaustion. Only when giving the engine full gas, the model would be a reasonable representation:…”

“…As a contrast, empirical studies have been made on ideas of modelling in science education. Grosslight et al (1991) performed an interview study on the conception of models and their use in science among students and experts.…”