Models in science and for teaching science: Data from an intervention programme
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Abstract
Abstract
Currently, implementing models and modelling activities in science teaching is considered to be essential. Apart from being crucial as an auxiliary aid to the construction of scientific knowledge, they also play a major contribution in the development of adequate views of nature of science and models, as well as in the development of scientific inquiry competencies. However, many studies disclose that science teachers do not rely on models in their classes very often, thus revealing some lack of knowledge regarding them. With the intention of improving prospective science teachers’ views of the nature of science, emphasising the nature of models, as well as their role in science and for teaching science, an intervention programme was conducted and evaluated. Nine prospective science teachers voluntarily attended the intervention programme and responded to previously validated questionnaires and interviews about models before and after it. Data was analysed with the help of the Q.S.R. NVivo 10 qualitative data analysis package. In general terms, prospective science teachers improve their views regarding models in science and for teaching. Nevertheless, the observation of their classes will be an invaluable asset for future research.
Keywords: Intervention programme, modelling, models, prospective teachers’ views, science teaching.
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