Models and Modelling: Science Teachers' Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum

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As part of curriculum reforms, models and modelling (MoMo) are playing an increasingly prominent role in science education. Through a questionnaire study, this paper investigates lower secondary school teachers' (n = 246) perceived practices of, rationales behind, and possibilities for working with MoMo in the context of the revised science curriculum. Our findings suggest that: (1) teachers prioritize the subject-specific knowledge embedded in models over and above the modelling process and meta-knowledge; (2) teachers prioritize engaging students in MoMo activities for descriptive rather than predictive purposes; (3) the process of designing, evaluating and revising models based on students' own inquiry only plays a minor role in teachers' practice and; (4) a content-heavy curriculum and multiple-choice exam are counterproductive to teachers' efforts to implement a more competence-oriented approach to MoMo. Our study also sheds light on, and discusses implications for, how to enhance teachers' possibilities of teaching for modelling-competence.

TidsskriftEurasia Journal of Mathematics, Science and Technology Education
Udgave nummer4
Antal sider18
StatusUdgivet - 2021

Bibliografisk note

Funding Information:
Author contributions: All authors have contributed to the study, and agreed with the results and conclusions. Funding: The study is a part of the project “Facilitating Students’ Learning from Inquiry and Practical Activities in Biology through Formative Assessments” funded by the Danish Ph.D.-Council for Educational Research. Declaration of interest: No conflict of interest is declared by authors. Acknowledgements: We wish to thank the participating teachers for donating their time and giving us the opportunity to add to our understanding of your teaching and rationales in this regard.

Publisher Copyright:
© 2021 the authors; licensee Modestum. All Rights Reserved.

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