Analyzing Students’ Understanding of Models and Modeling Referring to the Disciplines Biology, Chemistry, and Physics
In this study, secondary school students’ (N=617; grades 7 to 10) understanding of models and modeling was assessed using tasks which explicitly refer to the scientific disciplines of biology, chemistry, and physics and, as a control, to no scientific discipline. The students’ responses are interpreted as their biology-, chemistry-, and physics-related or general understanding of models and modeling. A subpopulation (N=115; one class per grade) was subsequently asked which models they had in mind when answering the tasks referring to biology, chemistry, and physics (open-ended questions). The findings show significant differences between students’ biology-, chemistry-, and physics-related understandings of models and modeling. Based on a theoretical framework, the biology-related understanding can be seen as less elaborated than the physics- and chemistry-related understandings. The students’ general understanding of models and modeling is located between the biology- and the p … show more
Krell, Moritz, Reinisch, Bianca, Krüger, Dirk, (2015), "Analyzing Students’ Understanding of Models and Modeling Referring to the Disciplines Biology, Chemistry, and Physics", Res Sci Educ, 45, 3: pg: 367-393, (DOI: 10.1007/s11165-014-9427-9). Cited by:
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Type | Article |
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Journal | Res Sci Educ |
Year | 2015 |
Volume | 45 |
Issue/Number | 3 |
Pages | 367-393 |
DOI | 10.1007/s11165-014-9427-9 |
Keywords | Models, Modeling, Students’understanding, Biology, Chemistry, Physics, Discipline-specificities |