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January 28, Author: E'Manita Creekmore. Tags: modeling , modeling in education , teacher modeling. The Missing Piece in Professional Development. Leave a Reply Cancel reply Your email address will not be published.
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These data are reported in more detail in Chittleborough et al. This study surveyed students about their general views on models to gain a more accurate assessment of their perceptions.
Responses were obtained from students from three different schools and across four Year levels, 8, 9, 10 and All schools were coeducational, with two being state high schools and one being a private college.
The Year 8, 9 and 10 students were studying general science and the Year 11 students had chosen to study chemistry. The students sampled had no specific teaching about models; however, the chemistry students had used chemical models in their classes. Each item required students to choose between two alternative statements about scientific models, thus forcing them to take a definitive stance in response to the question.
For example, given the statement in item 1, 'Models and modelling in science are important in understanding science', students were asked to choose whether models are representations of ideas or how things work, or are accurate duplicates of reality. The Year 11 students were also required to provide a reason for their choice.
Statistical differences using SPSS were investigated with respect to gender, age and school. ANOVA tests were performed on all items in the survey to identify any differences between different Year levels; t-tests were used to identify any gender differences.
Students' perceptions of the role of models in science. In that item, the female students responded more positively, demonstrating a more scientifically sophisticated view of models. For both items there was an increase in the number of students choosing the more scientifically valid response with age. Three distinguishable conceptions about models. There are three distinguishable conceptions about models identified by the instrument, with item 1 of the instrument examining the idea of models as representations, item 2 and 3 looking at the multiplicity of models and items 4, 5 and item 6 probing the dynamic nature of models.
This result compares to those reported by Grosslight et al. The difference between the age groups is significant and provides clear evidence that older and more experienced students have a better understanding of the nature of models. Indeed, many scientific models are not exact and with more abstract concepts imprecise models are used because reality is too complex, even impossible, to duplicate.
There is a dilemma for some students in accepting the lack of precision of some models. The reasons given to support the answer in item 1 that models are representations include 'helps us to explore things too small to see', "How atoms look is a theory, no one has actually seen them", "Science is too complicated, it can't be an accurate duplicate of reality", and "They are how we want to think things behave or look like. However, they aren't accurate as there are many exceptions". These comments reflect the complexity of the model concept and the subtle differences in students' interpretations.
In contrast, reasons given to support the alternative response that models are accurate duplicates of reality include: "proven and tested that it is accurate", "because that is how they are represented in the chemistry text book" and "atlas".
The issue of reality arises here, with most students understanding that the model is not real but is a representation. When considering the importance of using more than one model, students supported their choice by saying, "There can be several models that work because no one actually knows what is correct"; "to see things from different perspectives"; "different models of the same thing may be used to emphasise and show in detail certain aspects" and "phenomena are things we try to understand and it may take various models to make clear the phenomena and how it works".
This result supports the assertion that older and more experienced students have a better understanding of the roles of models and the diversity of model types as suggested in the previous section. The consistency in the differences between year groups for items 4, 5 and 6 supports the assertion that the students are gaining a better understanding of the role of models as they learn more about science.
The reasons given to support the concept of the dynamic nature of models included "facts may change due to technology", "they have been proven wrong in the past, so what we are learning now might all be non-existent or wrong" and "As we generate a greater understanding of subjects we will be better able to create increasingly 'correct' models". These responses, which referred to scientific models with respect to their role in the scientific world and the scientific process and link the scientific model to the broader perspective of scientific changes, provide evidence that a few students are developing a dynamic perspective of science.
This epistemological perspective is not usually taught directly in class but more often indirectly through example. The responses of the Year 11 students given as justification for their choice provided evidence of a wide range of understandings.
A sophisticated argument provided by three students for Item 5 justified that the acceptance of a new model goes beyond the valid belief of the model needing to successfully explain results. Another student responded 'without support, then you can't succeed, other scientists have to prove your model is valid".
The above comments illustrated the links between models and the students' understanding of the process of science. The results of this study are encouraging because the majority of students had a scientifically acceptable understanding of the model concept and the level of understanding improved with increasing year levels in this cross-age study.
However, the study also identified some students' weaknesses and alternative conceptions that have been used as a basis for identifying what students need to know about models. Alternative conceptions include: a model being an exact copy; there being only one possible model for a particular phenomenon which is unchangeable; and the value of a model being determined by scientists' opinions. Criteria that students use to classify models. In response to Question 2: What are the criteria that students use to classify models?
A typology based on these three conceptions highlights the attributes of particular models and should address the alternative conceptions by investigating four characteristics:. The Mode of representation refers to the physical nature of the representation e.
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