Abstract
Models are essential in science and therefore in scientific literacy. Therefore, pupils need to attain competency in the appropriate use of models. This so-called model–methodical competence distinguishes between model competence (the conceptual part) and modelling competence (the procedural part), wherefrom a definition follows a general overview of the concept of models in this article. Based on this, modelling processes enable the promotion of the modelling competence. In this context, two established approaches mainly applied in other disciplines (biology and mathematics) and a survey among chemistry teachers and employees of chemistry education departments (N = 98) form the starting point for developing a chemistry modelling process. The article concludes with a description of the developed modelling process, which by its design, provides an opportunity to develop students’ modelling competence.
Highlights
The blended process presented here brings the positive aspects of both modelling cycles together and compares them with the expert opinions from the survey
The design of an intervention will rest on this such that it is suitable for promoting modelling competence
The process will consider the complexity of modelling [23] and the pupils’ attitudes by supporting them individually in their learning [49]
Summary
In societies that rank science and technology as highly important, enhancing pupils’. Scientific reasoning represents an essential part of modern society since it incorporates contemporary philosophical and empirical psychological perspectives of science [1] and thereby enhances personal, social, professional and cultural participation [2]. The following six perspectives characterize the scientific reasoning: (1) postulation, (2) deployment of experiments both to control postulation and to explore observations, (3) hypothetical construction of analogical models, (4) structuring the natural variety by comparison and taxonomy, (5) statistical analysis of regularities of populations, and historical derivation of explanations [3]. Due to the central role of models in science practice and experimental studies, models are the primary method in science and scientific reasoning [2,4]. Models are essential tools for understanding and communication [6]
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