| Abstrakt: |
Scientific models are an integral part of science education, and teachers have a prominent role in teaching modelling and its use in science learning. Modeling refers to the creation, evaluation, and revision of models that represent scientific phenomena. Meta-modeling refers to the reflection and reasoning about the nature, purpose, limitations, and implications of models and modeling. In the current study intended to investigate the level of secondary high school teachers' modelling knowledge and their views on using the model in science teaching. A sample of 295 science teachers (physics, chemistry, and biology) in the Iran secondary high school who were available to the researchers was asked questions about perception and the possibility of using models in teaching. The findings showed that teachers give more importance to content knowledge than the modelling process and meta-modelling knowledge. the student's participation in modelling activities was more to describe phenomena and not for predicting phenomena, solving problems, or scientific reasoning. Also, teachers rarely use the process of model designing, evaluating and revising based on students' inquiries, and so the modelling process plays a minor role in their teaching performance. Improving teachers modelling competence, supporting them in teaching based on modelling, and revising the science teacher training curriculum to pay attention to cognitive and metacognitive skills, including modelling and metamodeling knowledge, can help to improve the quality of teachers' performance and also scientific literacy in students. [ABSTRACT FROM AUTHOR] |
