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

Autor/inn/en	Nielsen, Sanne Schnell; Nielsen, Jan Alexis
Titel	Models and Modelling: Science Teachers' Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 4, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Models; Science Teachers; Teacher Attitudes; Secondary School Science; Curriculum Development; Curriculum Implementation; Competency Based Education; Alignment (Education); Learner Engagement; Active Learning; Inquiry; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Analogiemodell; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Aktives Lernen; Ausland; Dänemark
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01