Modelling in Science Lessons: Are There Better Ways to Learn With Models?

TLDR

Modelling is central to scientific thinking, yet secondary students often view models as toys rather than tools for explaining concepts. The study proposes a conceptual typology of models to aid teachers in selecting models suited to students' cognitive levels. The authors develop and explain a typology that categorises models by cognitive demand, enabling teachers to choose appropriate ones. In an 11th‑grade chemistry lesson, the typology helped a student grasp atoms and molecules, and the authors advise teachers to promote multiple‑model use throughout science education.

Abstract

Modelling is the essence of scientific thinking, and models are both the methods and products of science. However, secondary students usually view science models as toys or miniatures of real‐life objects, and few students actually understand why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models appropriate to the cognitive ability of their students. An example explains how the systematic presentation of analogical models enhanced an 11th‐grade chemistry student's understanding of atoms and molecules. The article recommends that teachers encourage their students to use and explore multiple models in science lessons at all levels.