Models and Modelling for Teacher Courses?

Abstract

Mental modelling has been given importance in educational research by a number of prominent researchers who have claimed that models and modelling are central to understanding key concepts in science. Asking, however, by how far the several research studies conducted on mental modelling and the consequent recommendations presented thereof are being applied by teachers in the classrooms to help in the teaching and learning process, remains a relevant question that needs to be addressed. Students at all levels studying science/physics are expected to learn the basic concepts of physics and teachers are expected to teach these to students in the most effective of ways. This is a primary objective especially with students in primary schools who need to have a good basis of scientific ideas and concepts, on which to build further ideas for the understanding of physics. Teaching that looks at the mental models held by students, trying to help in the evolution of students’ ideas and visualizations of a concept, offers one way of making teaching more effective and learning more meaningful. This paper describes a short study about how the author probed students’ mental models of concepts related to simple electric circuits. The reactions from colleagues when the study was presented at a staff development course helped the author to reflect on the importance of having modules on mental models and modelling in teachers’ pre-service and in-service courses. It will be argued that including mental modelling in teacher preparation programs offers a better chance for teachers to be better informed about how scientific reasoning and understanding develop. Thus, teachers can be better prepared to probe students’ ideas and to better address problems with students’ learning, whilst improving the quality of their teaching.