¿Cómo trabajar con modelos en clase de ciencias? Ideas de los maestros en formación sobre el papel de la modelización en la enseñanza de las ciencias

Abstract

In this work we examine the ideas of 201 preservice primary teachers about the use of models in science classrooms. To do so, a questionnaire of five open-items was designed. In this study we focus on how do you think you should work with models in science education? The preservice teachers should choose among seven items addressing different ways to work with models in science classroom. Five out of seven were related to modelling's functions and the other two with the use of models as objects of communication. For the analysis, we took into account both the item chosen for the participants and the justification provided by them. The results show that although the preservice teachers recognise the importance of observing, comparing and discussing models in classroom, they encounter difficulties justifying how these actions could contribute to each dimension of modelling. Only in one item, the presentation of models as summary of information, the number of justifications with relevant information surpassed the justifications that rephrased the item or included irrelevant information. One implication that arises from this study is the need to design specific training activities focus on both working with theoretical models and considering their relevance in the generation and validation of scientific knowledge.