Modeling competence in science education

Mei-Hung Chiu,Jing-Wen Lin

doi:10.1186/s43031-019-0012-y

Abstract

Research on the understanding of the nature of models and modeling processes in science education have received a lot of attention in science education. In this article, we make five claims about the research on modeling competence in science education. The five claims are (1) the development of modeling competence in practice is essential to scientific literacy for twenty-first century citizens, (2) further research is needed to build a holistic and theoretical understanding of models and modeling knowledge (MMingK), (3) providing a modeling-based scaffolding framework for meaningful and active authentic learning is to enhance student’s engagement of scientific practice, (4) appropriate formative assessment instruments and evaluation rubrics to assess students’ modeling processes and products within the context of modeling practice should be developed, and (5) research on learning progression in modeling competence needs to be intertwined with MMingK and modeling practice. Implications for student learning and teacher professional development will be drawn from existing literature.

Highlights

In the last three decades, researchers in science education have been interested in understanding 1) how scientists used models to develop their scientific work, 2) what students’ and teachers’ perceptions of models are, 3) what the roles of models and modeling in science teaching and learning are, and 4) how to define, develop, and assess modeling competence
While researchers used terms interchangeably which create confusions of the emphasis of the studies on models and modeling in science, we propose modeling competence as including three aspects: models and modeling knowledge (MMingK), practice, and metacognitive knowledge of models and modeling in science learning in which MMingK refers to knowledge of models and modeling, metacognitive knowledge of models and modeling refers to the awareness of modeling processes, and in particular, practice including the processes and the products of the modeling practices, both should be distinct and differentiated by teachers, students, as well as researchers
Claim 3: Providing a modeling-based scaffolding framework for meaningful and active authentic learning is to enhance student’s engagement of scientific practice As discussed earlier, before science educators started investigating the nature of models and modeling (MMingK), philosophers and psychologists had already examined their roles in developing science theories (Giere, 1988; Norman, 1983; Suppe, 1977)

Summary

Introduction

In the last three decades, researchers in science education have been interested in understanding 1) how scientists used models to develop their scientific work, 2) what students’ and teachers’ perceptions of models are, 3) what the roles of models and modeling in science teaching and learning are, and 4) how to define, develop, and assess modeling competence. Claim 3: Providing a modeling-based scaffolding framework for meaningful and active authentic learning is to enhance student’s engagement of scientific practice As discussed earlier, before science educators started investigating the nature of models and modeling (MMingK), philosophers and psychologists had already examined their roles in developing science theories (Giere, 1988; Norman, 1983; Suppe, 1977). Claim 5: Research on learning progression in modeling competence needs to be intertwined with MMingK and modeling practice Investigating the interaction between the two aspects of modeling competence LP depicts the development of students’ knowledge and ability over time, and provides a better alignment between curriculum, instruction and assessment (Duncan & Hmelo-silver, 2009). We suggested the investigated results could be used to guide educators design LP in various science topics

Conclusions

Availability of data and materials Not applicable