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Students

journal contribution
posted on 2005-11-01, 00:00 authored by Gail Chittleborough, D Treagust, T Mamiala, M Mocerino
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.

History

Journal

Research in science and technological education

Volume

23

Issue

2

Pagination

195 - 212

Publisher

Carfax Pub. Co

Location

Abingdon, England

ISSN

0263-5143

Language

eng

Notes

External

Publication classification

C1.1 Refereed article in a scholarly journal; C Journal article

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