Atıf İçin Kopyala
Malone K. L., Yılmaz Ö.
Eurasian Journal of Science and Environmental Education, cilt.3, sa.1, ss.33-42, 2023 (Hakemli Dergi)
Özet
The need for authentic practices such as science modelling in school
science has been shown through international assessment scores. Numbers
of studies have shown the efficacy of the use of modelling on students’
conceptual knowledge and reasoning abilities. However, the international
assessment scores have not risen greatly in most countries. Thus, the
question becomes are students being taught modelling practices in
schools. Research implies that teachers, both pre- and in-service, may
lack the expertise to guide students in the usage of models and
modelling. This study compares the perceptions of models and modelling
in two countries, the US and Turkey, using a qualitative interview
research design to determine what differences exist between teachers’
perceptions in these two countries since the US scores higher than
Turkey on international assessments. The results show that there are few
differences in teachers’ perceptions of models and modelling between
these two countries. The paper concludes with suggestions that are
pertinent to science educators in terms of training needs for both pre-
and in-service science teachers.