The Primary Students’ Understanding of Scientific Models through Epistemological and Ontological Perspective
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Published
Jul 29, 2023
Abstract
Achieving the targets of science education mostly depends on the true understanding of the fundamentals where science and the scientific efforts are embedded through the realist ontology and epistemology that science is based on. Models have a special place in science education revealing to understand the nature and status of scientific knowledge. By considering this function of models, this research puts forward the views of the primary students on scientific models. The participants of this qualitative survey research are twenty-eight 7th graders of a primary school in Izmir, Turkey. The participants are given a questionnaire and a worksheet, which were developed by the researchers, addressing both epistemological and ontological character of models. The results showed that students have generally moderate understanding of models through perceptual and ordinary reality.
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Keywords
Models, Primary Students, Epistemology, Ontology, Science Education
References
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BouJaoude, S. (2002). Balance of scientific literacy themes in science curricula: The case of Lebanon. International Journal of Science Education, 24(2):139-156. DOI: https://doi.org/10.1080/09500690110066494
Buyukozturk, Ş., Kılıc Cakmak, E., Akgun, O.E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yontemleri [Scientific Research Methods]. Ankara: Pegem Yayınları.
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Chamizo, J. A. (2013) A new definition of models and modeling in chemistry’s teaching. Science & Education, 22:1613-1632. DOI: https://doi.org/10.1007/s11191-011-9407-7
Cheng, M. F., & Lin, J. L. (2015) Investigating the relationship between students’ views of scientific models and their development of models. International Journal of Science Education, 37:15, 2453-2475. DOI: https://doi.org/10.1080/09500693.2015.1082671
Chinn, C. A., & Brewer, W. F. (1993). The Role of anomalous data in knowledge acquisition: A Theoretical framework and implications for science instruction. Review of Educational Research, 63(1):1-49. DOI: https://doi.org/10.3102/00346543063001001
Chiu, M. H. & Linn, J. W. (2019) Modeling competence in science education. Disciplinary and Interdisciplinary Science Education Research, 1:12. DOI: https://doi.org/10.1186/s43031-019-0012-y
Coll, R. K., & D. F. Treagust (2003). Learners’ mental models of metallic bonding: A cross-age study. Science Education, 87:685-707. DOI: https://doi.org/10.1002/sce.10059
Crawford, B. A., & Cullin, M. J. (2004). Supporting prospective teachers’ conceptions of modelling in science. International Journal of Science Education, 26(11):1379-1401. DOI: https://doi.org/10.1080/09500690410001673775
Develaki, M. (2007). The model-based view of scientific theories and the structuring of school science programmes. Science & Education, 16:725-749. DOI: https://doi.org/10.1007/s11191-006-9058-2
Eflin, J.T., Glennan, S., & Reisch, G. (1999). The nature of science: a perspective from the philosophy of science. Journal of Research in Science Teaching, 36(1):107-117.
Encyclopedia of human behavior, (2nd ed., pp. 130-136). Oxford: Elsevier.
Erduran, S. (2006). Promoting ideas, evidence and argument in initial teacher training. School Science Review, 87(321):45-50.
Gentner, D., & Smith, L. (2012). Analogical reasoning. In V. S. Ramachandran (Ed.)
Giere, R. N. (1999). Science without laws. Chicago: University of Chicago Press.
Gilbert, J. K., & Justi, R. (2016). Modelling-based teaching in science education. Dordrecht, Netherlands: Springer.
Gobert, J., O’Dwyer, L., Horwitz, P., Buckley, B., Levy, S., & Wilensky, U. (2011). Examining the relationship between students’ understanding of the nature of models and conceptual learning in biology, physics, and chemistry. International Journal of Science Education, 33(5):653-684. DOI: https://doi.org/10.1080/09500691003720671
Gogolin, S., & Krüger, D. (2018). Students’ understanding of the nature and purpose of models. Journal of Research in Science Teaching, 55(9):1313-1338. DOI: https://doi.org/10.1002/tea.21453
Grosslight, L., Unger, C., & Jay, E. (1991). Understanding models and their use in science: conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9):799-822. DOI: https://doi.org/10.1002/tea.3660280907
Halloun, I. A. (2006). Modeling theory in science education. Dordrecht: Springer. DOI: https://doi.org/10.1007/s11191-006-9004-3
Hansson, L. (2018) Science Education, Indoctrination, and the Hidden Curriculum,283-306 M.R. Matthews (ed.), History, Philosophy and Science Teaching, Science: Philosophy, History and Education. DOI: https://doi.org/10.1007/978-3-319-62616-1_11
Harrison, G. A., & Treagust, D. F. (1996). Secondary students’ mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5):509-534. DOI: https://doi.org/10.1002/(SICI)1098-237X(199609)80:5<509::AID-SCE2>3.0.CO;2-F
Hodson, D. (1999). Going beyond cultural pluralism: science education for sociopolitical action. Science Education, 83(6):775-796. DOI: https://doi.org/10.1002/(SICI)1098-237X(199911)83:6<775::AID-SCE8>3.0.CO;2-8
Johnson-Laird, P. N. (1983) Mental Models. Cambridge University Press
Justi, R. S., & Gilbert, J. K. (2002). Modelling, teachers’ views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24(4):369-387. DOI: https://doi.org/10.1080/09500690110110142
Kahn, S., & Zeidler, D. L. A. (2017). Case for the use of conceptual analysis in science education research. Journal of Research in Science Teaching, New York, 54(4):538-551. DOI: https://doi.org/10.1002/tea.21376
Koponen, I. (2007). Models and modelling in physics education: A critical reanalysis of philosophical underpinnings and suggestions for revisions. Science & Education, 16(7-8):751-773. DOI: https://doi.org/10.1007/s11191-006-9000-7
Krell, M., Upmeier zu Belzen, A., & Krüger, D. (2014). Students’ levels of understanding models and modelling in biology: Global or aspect-dependent? Research in Science Education, 44(1):109-132. DOI: https://doi.org/10.1007/s11165-013-9365-y
Kuhn, D., Cheney, R., & Weinstock, M. (2001). The development of epistemological understanding. Cognitive Development, 15:309-328. DOI: https://doi.org/10.1016/S0885-2014(00)00030-7
Kuhn, T. S. (1996). The structure of scientific revolutions, 3rd ed., (p. X). Chicago: University of Chicago.
Lederman, N. G. (2007). Nature of science: past, present, and future. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Mahwah: Erlbaum
Lee, S. W. Y., & Tsai, C. C. (2012). Students’ Domain-specific scientific epistemological beliefs: A comparison between biology and physics. Asia-Pacific Education Researcher (De La Salle University Manila), 21(2):215-229.
Lee, S. W. Y., Chang, H. Y., & Wu, H. K. (2017). Students’ views of scientific models and modeling: Do representational characteristics of models and students’ educational levels matter? Research in Science Education, 47(2):305-328. DOI: https://doi.org/10.1007/s11165-015-9502-x
Lee, S. W. Y., Wu, H. K., & Chang, H. Y. (2021). Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology. Instructional Science, 49(2):223-248. DOI: https://doi.org/10.1007/s11251-021-09534-9
Lehrer, R., & Schauble, L. (2010). What Kind of Explanation is a Model? In: Stein, M., Kucan, L. (eds) Instructional Explanations in the Disciplines. Springer, Boston, MA. DOI: https://doi.org/10.1007/978-1-4419-0594-9_2
Lohner, M., van Joolingen, W. R., Savelsbergh, E. R., & van Hout-Wolters, B. (2005). Students’ reasoning during modeling in an inquiry learning environment. Computers in Human Behavior, 21:441-461. DOI: https://doi.org/10.1016/j.chb.2004.10.037
Lopes, J. B., & Costa, N. (2007). The evaluation of modelling competences: Difficulties and potentials for the learning of the sciences. International Journal of Science Education, 29(7):811-851. DOI: https://doi.org/10.1080/09500690600855385
Louca, L. T., & Zacharia, Z. C. (2012). Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions. Educational Review, 64(4):471-492, DOI: https://10.1080/00131911.2011.628748
Louca, T., & Zacharias C. (2012) Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions. Educational Review, 64(4):471-492, DOI: https://10.1080/00131911.2011.628748
Machado, J., & Fernandes, B. L. P. (2021) Model Conceptions in Science Education Research: features and trends, Ciência & Educação, Bauru, 27:1-17. DOI: https://doi.org/10.1590/1516-731320210014.
Mahr, B. (2015). Modelle und ihre Befragbarkeit: Grundlagen einer allgemeinen Modelltheorie [Questioning models: Basis of a general model theory]. Erwägen Wissen Ethik, 26(3):329-342.
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How to Cite
Unal Coban, G., Akpınar, E., & Akpinar, D. (2023). The Primary Students’ Understanding of Scientific Models through Epistemological and Ontological Perspective . Science Insights Education Frontiers, 17(1), 2603–2626. https://doi.org/10.15354/sief.23.or362
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