Learning through modelling in science: Reflections by pre-service teachers

Abstract

This study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated preand in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activities are important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms. Introduction The use of models and modelling in science education has attracted increased research attention over the last 20 years, including modelling competence in pre-service science teacher education (e.g. Krell et al., 2019; Gilbert & Justi, 2016). Modelling is linked to teaching skills seen as being essential for 21st-century citizens, which are metacognitive skills, criticaland creative-thinking skills and learning to learn (OECD, 2019; Pellegrino & Hilton, 2012). Therefore, modelling-based teaching, where pupils create their own models, could be a way to promote pupils’ competence and establish creative learning environments.