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Students

Chittleborough, Gail, Treagust, David F., Mamiala, Thapelo and Mocerino, Mauro 2005, Students, Research in science and technological education, vol. 23, no. 2, pp. 195-212, doi: 10.1080/02635140500266484.

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Title Students
Author(s) Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Treagust, David F.
Mamiala, Thapelo
Mocerino, Mauro
Journal name Research in science and technological education
Volume number 23
Issue number 2
Start page 195
End page 212
Publisher Carfax Pub. Co
Place of publication Abingdon, England
Publication date 2005-11
ISSN 0263-5143
Summary The purpose of this paper was to investigate students' views on models and modelling in science as well as the role that models play in learning, using a theoretical framework of models in learning. Students' views on models in science were investigated using a pencil-and-paper questionnaire given to 275 students from Grade 8 (13 years old) to first-year university students, which enabled both forced choice and an open response. The results provided evidence, improving with increased years of schooling, that many students have a good understanding of the role of models in the process of science, appreciating the representational nature of models, the multiplicity of models and the changing nature of models. However, in contrast to previous studies, many students were also aware of the role of models in their learning of science. While some students had a fascination for true facts and single and correct models, others exhibited more sophisticated epistemologies of science. Mostly students' comments revealed developing understandings of the process of science. Scientific models were associated with students' understanding of the role of scientific models in the process of science and teaching models were more commonly associated with students' understanding of the role of models in the process of learning.
Notes External
Language eng
DOI 10.1080/02635140500266484
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013598

Document type: Journal Article
Collection: School of Education
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