Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum

Sanne Schnell Nielsen; Jan Alexis Nielsen

doi:10.29333/ejmste/10790

Full Text (PDF)

Sanne Schnell Nielsen ¹ ^* , Jan Alexis Nielsen ²

More Detail

¹ University College Copenhagen, DENMARK² Department of Science Education, University of Copenhagen, DENMARK^* Corresponding Author

Abstract

As part of curriculum reforms, models and modelling (MoMo) are playing an increasingly prominent role in science education. Through a questionnaire study, this paper investigates lower secondary school teachers’ (n = 246) perceived practices of, rationales behind, and possibilities for working with MoMo in the context of the revised science curriculum. Our findings suggest that: (1) teachers prioritize the subject-specific knowledge embedded in models over and above the modelling process and meta-knowledge; (2) teachers prioritize engaging students in MoMo activities for descriptive rather than predictive purposes; (3) the process of designing, evaluating and revising models based on students’ own inquiry only plays a minor role in teachers’ practice and; (4) a content-heavy curriculum and multiple-choice exam are counterproductive to teachers’ efforts to implement a more competence-oriented approach to MoMo. Our study also sheds light on, and discusses implications for, how to enhance teachers’ possibilities of teaching for modelling-competence.

Keywords

modelling
modelling competence
models
science curriculum reform
science teachers’ practices and rationales
scientific practices

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 4, April 2021, Article No: em1954

https://doi.org/10.29333/ejmste/10790

Publication date: 19 Mar 2021

Article Views: 2733

Article Downloads: 1451

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Baek, H., & Schwarz, C. V. (2015). The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students’ Epistemologies in Modeling Throughout a Model-Based Curriculum Unit. Journal of Science Education and Technology, 24(2-3), 216-233. https://doi.org/10.1007/s10956-014-9532-6
Berland, L. K., Schwarz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082-1112. https://doi.org/10.1002/tea.21257
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Campbell, T., & Oh, P. S. (2015). Engaging students in modeling as an epistemic practice of science. Journal of Science Education and Technology, 24(2-3), 125-131. https://doi.org/10.1007/s10956-014-9544-2
Campbell, T., Oh, P. S., Maughn, M., Kiriazis, N., & Zuwallack, R. (2015). A review of modeling pedagogies: Pedagogical functions, discursive acts, and technology in modeling instruction. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 159-176. https://doi.org/10.12973/eurasia.2015.1314a
Crawford, B. A., & Cullin, M. J. (2004). Supporting prospective teachers’ conceptions of modelling in science. International Journal of Science Education, 26(11), 1379-1401. https://doi.org/10.1080/09500690410001673775
Crujeiras, B., & Jiménez-Aleixandre, M. P. (2013). Challenges in the implementation of a competency-based curriculum in Spain. Thinking Skills and Creativity, 10, 208-220. https://doi.org/10.1016/j.tsc.2013.07.001
Dolin, J., Bruun, J., Nielsen, S. S., Jensen, S. B., & Nieminen, P. (2018). The Structured Assessment Dialogue. In J. Dolin & R. Evans (Ed.), Transforming Assessment: Through an Interplay Between Practice, Research and Policy - Contributions from Science Education Research (vol. 4, pp. 109-140). Springer, Cham. https://doi.org/10.1007/978-3-319-63248-3_5
Dolin, J., Nielsen, J. A., & Tidemand, S. (2017). Evaluering af naturfaglige kompetencer [Assessment of scientific competences]. Acta Didactica Norge - nasjonalt tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid, 11(3), 1-28. [In Danish]. https://doi.org/10.5617/adno.4702
Gilbert, J. K., & Justi, R. (2016). Modelling-based teaching in science education. Switzerland: Springer.
Gouvea, J., & Passmore, C. (2017). ‘Models of’ versus ‘Models for’: Toward an Agent-Based Conception of Modeling in the Science Classroom. Science and Education, 26(1-2), 49-63. https://doi.org/10.1007/s11191-017-9884-4
Gray, R., & Rogan-Klyve, A. (2018). Talking modelling: examining secondary science teachers’ modelling-related talk during a model-based inquiry unit. International Journal of Science Education, 40(11), 1345-1366. https://doi.org/10.1080/09500693.2018.1479547
Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534-2553. https://doi.org/10.1080/09500693.2014.899722
Janssen, F., Westbroek, H., & Doyle, W. (2014). The practical turn in teacher education: Designing a preparation sequence for core practice frames. Journal of Teacher Education, 65(3), 195-206. https://doi.org/10.1177/0022487113518584
Justi, R. S., & Gilbert, J. K. (2002). Science teachers’ knowledge about and attitudes towards the use of models and modelling in learning science, International Journal of Science Education, 24(12), 1273-1292. https://doi.org/10.1080/09500690210163198
Khan, S. (2011). What’s Missing in Model-Based Teaching. Journal of Science Teacher Education, 22(6), 535-560. https://doi.org/10.1007/s10972-011-9248-x
Kind, P., & Osborne, J. (2017). Styles of scientific reasoning: A cultural rationale for science education? Science Education, 101(1), 8-31. https://doi.org/10.1002/sce.21251
Krell, M., & Krüger, D. (2016). Testing Models: A Key Aspect to Promote Teaching Activities Related to Models and Modelling in Biology Lessons? Journal of Biological Education, 50(2), 160-173. https://doi.org/10.1080/00219266.2015.1028570
Krell, M., Reinisch, B., & Krüger, D. (2015). Analyzing students’ understanding of models and modeling referring to the disciplines biology, chemistry, and physics. Research in Science Education, 45(3), 367-393. https://doi.org/10.1007/s11165-014-9427-9
Lehrer, R., & Schauble, L. (2015). The development of scientific thinking. In L. S. Liben, U. Müller, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Cognitive processes (pp. 671-714). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118963418.childpsy216
Lin, J. W. (2014). Elementary School Teachers’ Knowledge of Model Functions and Modeling Processes: A Comparison of Science and Non-Science Majors. International Journal of Science and Mathematics Education, 12(5), 1197-1220. https://doi.org/10.1007/s10763-013-9446-4
Miller, A. R., & Kastens, K. A. (2018). Investigating the impacts of targeted professional development around models and modeling on teachers’ instructional practice and student learning. Journal of Research in Science Teaching, 55(5), 641-663. https://doi.org/10.1002/tea.21434
Ministry of Education (2014). Fælles Mål, Biologi [Common Objectives Biology]. [In Danish].
National Research Council (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. https://doi.org/10.17226/13165
Nicolaou, C. T., & Constantinou, C. P. (2014). Assessment of the modeling competence: A systematic review and synthesis of empirical research. Educational Research Review, 13, 52-73. https://doi.org/10.1016/j.edurev.2014.10.001
Nielsen, J. A., Dolin, J., & Tidemand, S. (2018). Transforming assessment research: recommendations for future research. In J. Dolin, & R. Evans (Ed.), Transforming Assessment: Through an Interplay Between Practice, Research and Policy - Contributions from Science Education Research (vol. 4, pp. 279-290). Springer, Cham. https://doi.org/10.1007/978-3-319-63248-3_11
Nielsen, S. S. (2015). Fælles Mål og modelleringskompetence i biologiundervisningen – forenkling nødvendiggør fortolkning [The common curriculum goals and modelling competence in biology teaching - simplification calls for interpretation]. MONA, 4, 25-43. [In Danish].
Nielsen, S. S. (2018). Prospects and challenges in teachers’ adoption of a new modeling orientated science curriculum in lower secondary school in Denmark. In Electronic Proceedings of the ESERA Conference (pp. 1333-1344). ESERA Conference Proceedings Series.
Nielsen, S. S., & Nielsen, J. A. (2019). A competence-oriented approach to models and modelling in lower secondary science education: Practices and rationales among Danish teachers. Research in Science Education, 1-29. https://doi.org/10.1007/s11165-019-09900-1
Nielsen, S. S., Dolin, J., Bruun, J., & Jensen, S. B. (2018). The design and implementation of an assessment method combining formative and summative use of assessment. Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education (pp. 1468-1479). ESERA Conference Proceedings series.
OECD. (2017). PISA 2015 Assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving (Revised edition). OECD Publishing. https://doi.org/10.1787/9789264281820-en
OECD. (2019). OECD Future of Education and Skills 2030. OECD: Learning Compass 2030. A series of Concept Notes. OECD Publishing.
Oh, P. S., & Oh, S. J. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130. https://doi.org/10.1080/09500693.2010.502191
Papaevripidou, M., Nicolaou, C. T., & Constantinou, C. P. (2014). On Defining and Assessing Learners’ Modeling Competence in Science Teaching and Learning. Annual Meeting of American Educational Research Association (AERA).
Passmore, C., Gouvea, J. S., & Giere, R. (2014). Models in science and in learning science: Focusing scientific practice on sense-making. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 1171-1202). Springer. https://doi.org/10.1007/978-94-007-7654-8_36
Passmore, C., Stewart, J., & Cartier, J. (2009). Model-based inquiry and school science: Creating connections. School Science and Mathematics, 109(7), 394-402. https://doi.org/10.1111/j.1949-8594.2009.tb17870.x
Razali, N. M., & Wah, Y. B. (2011). Power comparisons of Shapiro-Wilk, Kolmogorov- Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21-33.
Rey, D., & Neuhäuser, M. (2011). Wilcoxon-Signed-Rank Test. In M. Lovric (Ed.), International Encyclopedia of Statistical Science (pp. 1658-1659). Springer Berlin Heidelberg.
Rönnebeck, S., Nielsen, J.A., Olley, C., Ropohl, M., & Stables, K. (2018) The teaching and assessment of inquiry competences. In: J. Dolin & R. Evans (Ed.), Transforming Assessment. Contributions from Science Education Research (vol. 4, pp. 27-52). Springer, Cham.
Schwarz, C. V., & White, B. Y. (2005) Metamodeling Knowledge: Developing Students’ Understanding of Scientific Modeling. Cognition and Instruction, 23(2), 165-205. https://doi.org/10.1207/s1532690xci2302_1
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., Schwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654. https://doi.org/10.1002/tea.20311
Svoboda, J., & Passmore, C. (2013). The strategies of modeling in biology education. Science & Education, 22(1), 119-142. https://doi.org/10.1007/s11191-011-9425-5
Treagust, D. F., Chittleborough, G. D., & Mamiala, T. L. (2004). Students’ understanding of the descriptive and predictive nature of teaching models in organic chemistry. Research in Science Education, 34(1), 1-20. https://doi.org/10.1023/B:RISE.0000020885.41497.ed
Van Der Valk, T., Van Driel, J. H., & De Vos, W. (2007). Common characteristics of models in present-day scientific practice. Research in Science Education, 37(4), 469-488. https://doi.org/10.1007/s11165-006-9036-3
Van Driel, J. H., & Verloop, N. (1999). Teachers’ knowledge of models and modelling in science. International Journal of Science Education, 21(11), 1141-1153. https://doi.org/10.1080/095006999290110
Van Driel, J. H., & Verloop, N. (2002). Experienced teachers’ knowledge of teaching and learning of models and modelling in science education. International Journal of Science Education, 24(12), 1255-1272. https://doi.org/10.1080/09500690210126711
Vo, T., Forbes, C. T., Zangori, L., & Schwarz, C. V. (2015). Fostering third-grade students’ use of scientific models with the water cycle: Elementary teachers’ conceptions and practices. International Journal of Science Education, 37(15), 2411-2432. https://doi.org/10.1080/09500693.2015.1080880
Windschitl, M., & Thompson, J. (2006). Transcending Simple Forms of School Science Investigation: The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry. American Educational Research Journal, 43(4), 783-835. https://doi.org/10.3102/00028312043004783
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967. https://doi.org/10.1002/sce.20259

How to cite this article

APA

Nielsen, S. S., & Nielsen, J. A. (2021). Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), em1954. https://doi.org/10.29333/ejmste/10790

Vancouver

Nielsen SS, Nielsen JA. Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum. EURASIA J Math Sci Tech Ed. 2021;17(4):em1954. https://doi.org/10.29333/ejmste/10790

AMA

Nielsen SS, Nielsen JA. Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum. EURASIA J Math Sci Tech Ed. 2021;17(4), em1954. https://doi.org/10.29333/ejmste/10790

Chicago

Nielsen, Sanne Schnell, and Jan Alexis Nielsen. "Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 4 (2021): em1954. https://doi.org/10.29333/ejmste/10790

Harvard

Nielsen, S. S., and Nielsen, J. A. (2021). Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), em1954. https://doi.org/10.29333/ejmste/10790

MLA

Nielsen, Sanne Schnell et al. "Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 4, 2021, em1954. https://doi.org/10.29333/ejmste/10790