Article2010

Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry

Janice D. Gobert · Laura M. O’Dwyer · Barbara C. Buckley · Sharona Tal Levy · Uri J. Wilensky

123 citations0/0 files storedInternational Journal of Science Education

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Science Education and Pedagogy Evolution and Science Education Science Education and Perceptions

Abstract

This research addresses high school students’ understandings of the nature of models, and their interaction with model‐based software in three science domains, namely, biology, physics, and chemistry. Data from 736 high school students’ understandings of models were collected using the Students’ Understanding of Models in Science (SUMS) survey as part of a large‐scale, longitudinal study in the context of technology‐based curricular units in each of the three science domains. The results of ANOVA and regression analyses showed that there were differences in students’ pre‐test understandings of models across the three domains, and that higher post‐test scores were associated with having engaged in a greater number of curricular activities, but only in the chemistry domain. The analyses also showed that the relationships between the pre‐test understanding of models subscales scores and post‐test content knowledge varied across domains. Some implications are discussed with regard to how students’ understanding of the nature of models can be promoted.

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References

1995National Science Education Standards 1982Accommodation of a scientific conception: Toward a theory of conceptual change 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme 1971The Journal of College Science Teaching 1992Students' and teachers' conceptions of the nature of science: A review of the research 1965Models and Analogies in Science 2009Personal epistemology the psychology of beliefs about knowledge and knowing 1996National Science Education Standards

Cited by

2012A ‘Semantic’ View of Scientific Models for Science Education 2014Exploring Shifts in Middle School Learners’ Modeling Activity While Generating Drawings, Animations, and Computational Simulations of Molecular Diffusion 2014Successful learning with multiple graphical representations and self-explanation prompts.2014Analyzing Students’ Understanding of Models and Modeling Referring to the Disciplines Biology, Chemistry, and Physics 2014Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students

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