Examining the relationship between students' understanding of the nature of models and conceptual learning in biology, physics, and chemistry

Janice D. Gobert, Laura O'Dwyer, Paul Horwitz, Barbara C. Buckley, Sharona Tal Levy, Uri Wilensky

Research output: Contribution to journalArticlepeer-review

76 Scopus citations

Abstract

This research addresses high school students' understandings of the nature of models, and their interaction with model-based software in three science domains, namely, biology, physics, and chemistry. Data from 736 high school students' understandings of models were collected using the Students' Understanding of Models in Science (SUMS) survey as part of a large-scale, longitudinal study in the context of technology-based curricular units in each of the three science domains. The results of ANOVA and regression analyses showed that there were differences in students' pre-test understandings of models across the three domains, and that higher post-test scores were associated with having engaged in a greater number of curricular activities, but only in the chemistry domain. The analyses also showed that the relationships between the pre-test understanding of models subscales scores and post-test content knowledge varied across domains. Some implications are discussed with regard to how students' understanding of the nature of models can be promoted.

Original languageEnglish (US)
Pages (from-to)653-684
Number of pages32
JournalInternational Journal of Science Education
Volume33
Issue number5
DOIs
StatePublished - Mar 2011

Keywords

  • Inquiry-based teaching
  • Learning environment
  • Model-based learning
  • Nature of models
  • Nature of science
  • Science education

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Examining the relationship between students' understanding of the nature of models and conceptual learning in biology, physics, and chemistry'. Together they form a unique fingerprint.

Cite this