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International testing in STEM, such as PISA, has demonstrated that students have difficulty with scientific reasoning across the world but especially in Kazakhstan and Turkey. One suggestion to improve students’ reasoning skills is to teach using more authentic science methods. The authentic science practice of science modelling has shown promise towards improving student gains in conception and reasoning skills. In order to accomplish this, secondary teachers need to be prepared to teach using these authentic science practices such as science modelling. A decade ago published studies demonstrated the existence of teacher confusion about models and modeling and led to reform suggestions for pre and in-service science educators. But, do we currently know if science educators are doing a better job? Currently Kazakhstan has been undergoing massive curriculum changes which includes a nationwide teacher professional development plan. Turkey has been working towards STEM education improvements for a number of years. Are these initiatives having an effect on teacher perceptions? This study’s goal is to explore Kazakhstani and Turkish in-service teachers’ perceptions about the authentic science practice of scientific modelling. An interview protocol was used with 22 STEM secondary teachers. Open coding was used to analyze the interviews. When teacher perceptions were compared across counties it was determined that major confusion continues to exist at least in these two countries. Coding determined that the most common model representation used in both countries was that of physical models. The use of demonstrations, the teaching of a process and step by step inquiry labs were considered forms of modeling. However, Turkish teachers’ codes were more focused than that of the Kazakhstani teachers possibly due to a longer period of profession development opportunities. The study’s findings lead to science education suggestions for Central Asia. |
