نوع مقاله : مقاله پژوهشی
استادیار گروه علوم تربیتی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
عنوان مقاله [English]
Models are valuable tools for learning science, but their utility is restricted if students do not consider the nature of models, their purpose, and their implementation in the learning process. The focus of this research is to find out what kind of model and Meta-modeling knowledge high school students have in physics, chemistry, and biology. an available sample of 530 high school students was selected to answer the modeling knowledge questionnaire. The findings showed that students think primarily about objective and functional models, and abstract models (diagrams or maps) are of secondary importance. Modeling knowledge and understanding of the models' function and goals were related to the content domain, so the students' ability to model and apply them was content-oriented. students used modeling in biology more to describe phenomena and in physics and chemistry to predict phenomena and for reasoning. It is suggested that the science curriculum pay more attention to modeling knowledge content, and develop students' metacognitive skills to identify, apply, revise, and evaluate models. Science teachers should also be encouraged to consciously use modeling in teaching.