Abstract
Scientific models are used routinely in science not only as learning tools, but also as representations of abstract concepts and as consensus models of scientific theories. Students' experiences with scientific models help them to develop their own mental models of scientific concepts. This paper discusses the development and evaluation of an instrument to measure secondary students' understanding of scientific models. The results of a study with 228 secondary science students identify five themes about students' understanding of scientific models: scientific models as multiple representations; models as exact replicas; models as explanatory tools; how scientific models are used; and the changing nature of scientific models. The results highlight the need for greater emphasis on the teaching of the role and purpose of the concept of scientific models in science.
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