Abstract
Teachers’ knowledge and application of model play an important role in students’ development of modeling ability and scientific literacy. In this study, we investigated Chinese chemistry teachers’ knowledge and application of models. Data were collected through test questionnaire and analyzed quantitatively and qualitatively. The result indicated as follows: (1) Chemistry teachers’ knowledge of some known chemistry models was limited; (2) Chemistry teachers preferred those models that were vivid when they chose models; (3) Teachers’ modeling process was incomplete; (4) Teachers adopted a general pattern when applying models in chemistry teaching. The findings have implications for teacher education.
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