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RESEARCH PAPER
Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum
1
University College Copenhagen, DENMARK
2
Department of Science Education, University of Copenhagen, DENMARK
Publication date: 2021-03-19
EURASIA J. Math., Sci Tech. Ed 2021;17(4):em1954
KEYWORDS
modellingmodelling competencemodelsscience curriculum reformscienceteachers’ practices and rationalesscientific practices
ABSTRACT
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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