A Competence-Oriented Approach to Models and Modelling in Lower Secondary Science Education: Practices and Rationales Among Danish Teachers

Nielsen, S. Pors; Nielsen, Jan Alexis

doi:10.1007/s11165-019-09900-1

Cited by 18 publications

(36 citation statements)

References 48 publications

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“…As argued by , modelling without revision would limit the prospects to afford students with a more comprehensive understanding of how models are developed and used in scientific research, including how models are used as knowledge-generating inquiry tools (Lehrer & Schauble, 2015). In a school context, revision could be based on additional evidence, new findings, students' advanced sensemaking, new theoretical aspects of the phenomenon or new applications (Gouvea & Passmore, 2017;Nielsen & Nielsen, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…This also includes how revision could add to students' reflection by visualizing or displaying their learning progress (Schwarz et al, 2009). Indeed, this kind of metaknowledge reflection is important in a teaching for modelling competence (Nielsen & Nielsen, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Some of the challenges in this regard relate to the way teachers tend to interpret and assimilate new concepts, teaching approaches and scientific practices introduced through reformed curriculum into their current familiar schemes (Lehrer & Schauble, 2015). In addition, it is well documented that teachers find it challenging to incorporate a competenceoriented approach into their teaching and assessment (Dolin et al, 2018;Nielsen & Nielsen, 2019;. The concept of competence has also proved difficult to define and operationalize for teaching and assessment and thus hinders appropriate support for teachers on how to adopt the concept into their classroom practice (Dolin, Nielsen, & Tidemand, 2017;Nielsen, Dolin, & Tidemand, 2018;Rönnebeck et al, 2018).…”

Section: Background and Research Questionsmentioning

confidence: 99%

“…While learning the science content knowledge embedded in different types of models constitutes an important part of teaching with and about models, it is not sufficient when teaching for modelling competence (Papaevripidou, Nicolaou, & Constantinou, 2014). Indeed, teaching aimed at developing students' modelling competence ought to entail students actively involved in the different aspects of modelling practices (Nielsen & Nielsen, 2019). Some aspects relate to the functional roles of models (e.g., describing,…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Moreover, several scholars have pointed to the opportunities modelling offers in facilitating students' learning of science concepts, scientific reasoning processes and awareness of how science works . Recent science education research, however, has demonstrated that teachers' understanding of MoMo, as well as how teachers implement MoMo in their teaching and their rationale in this regard, is a primary factor in whether the potential benefits of working with MoMo are realized or not (Khan, 2011;Krell & Krüger, 2016;Miller & Kastens, 2018;Nielsen & Nielsen, 2019;Oh & Oh, 2011).…”

Section: Introductionmentioning

confidence: 99%

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

Nielsen

2021

EURASIA J Math Sci Tech Ed

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Background and Research Questionsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Nielsen

2021

EURASIA J Math Sci Tech Ed

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Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling

Ammoneit,

Göhner,

Bielik

et al. 2023

Science Education

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Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black‐box modeling task and its relation to established aspects of modeling competence: metamodeling knowledge, modeling process, and modeling product. A cluster analysis of the occurrence of volition categories resulted in three clusters of volitional behavior. The clusters describe three different volition types: one action‐oriented type applying a self‐regulative strategy and two state‐oriented types applying self‐controlling strategies. Correlation analyses between clusters, volition categories and modeling process variables indicate benefits of the self‐regulative strategy.

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Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling

Chan,

Lau,

van Driel

2024

Science Education

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Cultivating in preservice science teachers (PSTs) the competence required to teach scientific models and modeling is a valued outcome of teacher preparation programs. However, science teacher educators face inherent tensions when designing and implementing teacher preparation experiences to achieve this outcome. In this systematic review, we first propose five sets of design tensions that science teacher educators need to navigate. We identify empirical intervention studies that aimed to develop PSTs' professional competence for teaching scientific models and modeling and analyze how the reviewed interventions addressed the design tensions, and examine their outcomes. Our analysis reveals that the reviewed interventions prioritized the development of PSTs' cognitive aspects of teacher professional competence for teaching scientific models and modeling while giving limited attention to affective–motivational aspects and the need to simultaneously develop aspects of PSTs' competence not specific to scientific models and modeling. The interventions were more successful in enhancing PSTs' declarative knowledge than enacted knowledge and affective–motivational aspects. However, the nature of modeling activities included in the interventions varied widely, posing challenges in identifying critical features that led to the identified positive outcomes. The interventions reported mixed outcomes in developing PSTs' enacted knowledge in teaching contexts, even when incorporating activities for knowledge application and knowledge transfer beyond the intervention context. We discuss the implications of these findings and provide recommendations for better‐preparing PSTs to teach scientific models and modeling. We also discuss the unique affordance of using the design tension framework to analyze the interventions.

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A Competence-Oriented Approach to Models and Modelling in Lower Secondary Science Education: Practices and Rationales Among Danish Teachers

Cited by 18 publications

References 48 publications

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

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

Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling

Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling

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