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Research in Science & Technological Education Volume 23, 2005 - Issue 2
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Original Articles

Students’ perceptions of the role of models in the process of science and in the process of learning

Gail D. Chittleborough Curtin University of Technology, Western AustraliaCorrespondence[email protected]
,
David F. Treagust Curtin University of Technology, Western Australia
,
Thapelo L. Mamiala Faculty of Education, Vista University, South Africa
&
Mauro Mocerino Curtin University of Technology, Western Australia
Pages 195-212 | Published online: 23 Jan 2007

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Gülüzar Eymur & Daniel K. Capps. (2022) A model-based approach to teaching about solutions. Science Activities 59:3, pages 135-141.
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Frederike Tirre, Lorenz Kampschulte, Gun-Brit Thoma, Tim Höffler & Ilka Parchmann. (2019) Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the Nature of Science, the Nature of Scientists and the Nature of Scientific Inquiry. Research in Science & Technological Education 37:4, pages 393-418.
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Güner Tural & Demet Tarakçı. (2017) Effects of physical models and simulations to understand daily life applications of electromagnetic induction. Research in Science & Technological Education 35:3, pages 292-307.
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Ayse Yenilmez Turkoglu & Ceren Oztekin. (2016) Science teacher candidates’ perceptions about roles and nature of scientific models. Research in Science & Technological Education 34:2, pages 219-236.
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Meng-Fei Cheng & Jang-Long Lin. (2015) Investigating the Relationship between Students’ Views of Scientific Models and Their Development of Models. International Journal of Science Education 37:15, pages 2453-2475.
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JaniceD. Gobert, Laura O’Dwyer, Paul Horwitz, BarbaraC. Buckley, Sharona Tal Levy & Uri Wilensky. (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, pages 653-684.
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Articles from other publishers (39)

Charles N. Ohanyelu. (2023) The University Education Quality Improvement Model (Ueqimodel): A 21 st Century Design for University Education Quality Improvement in Developing Countries. . ACTA PROSPERITATIS 14:1, pages 144-154.
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Lukman Abdul Rauf Laliyo, Rahmat Utina, Rustam Husain, Masri Kudrat Umar, Muhammad Rifai Katili & Citra Panigoro. (2023) Evaluating students’ ability in constructing scientific explanations on chemical phenomena. Eurasia Journal of Mathematics, Science and Technology Education 19:9, pages em2328.
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Suat ÜNAL, Hilal YETİM & Ali İhsan BENZER. (2022) Öğretmen Adaylarının Modellerin Doğası Hakkındaki GörüşleriThe Views of Prospective Teachers about the Nature of Models. Bayburt Eğitim Fakültesi Dergisi 17:34, pages 586-605.
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Ali Ihsan Benzer & Suat Ünal. (2021) MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW. Journal of Baltic Science Education 20:3, pages 344-359.
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I W Irwan & N Aznam. (2021) Development of interactive learning media based on guided inquiry in chemical equilibrium. Journal of Physics: Conference Series 1806:1, pages 012183.
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Djamel Houatis. (2021) Le concept de modèle scientifique: Vision des étudiants universitaires algériens. ITM Web of Conferences 39, pages 02002.
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Show-Run Lee, Yu-Ling Lu & Chi-Jui Lien. (2019) STUDENTS’AND TEACHERS’ PERCEPTION OF SCIENTIFIC MODELS: TRANSITION FROM DAILY TO SCIENTIFIC LANGUAGE. Journal of Baltic Science Education 18:6, pages 892-906.
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Michiel Dam, Koen Ottenhof, Carla Van Boxtel & Fred Janssen. (2019) Understanding Cellular Respiration through Simulation Using Lego® as a Concrete Dynamic Model. Education Sciences 9:2, pages 72.
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Sonja Werner, Christian Förtsch, William Boone, Lena von Kotzebue & Birgit J. Neuhaus. (2017) Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video Study. Research in Science Education 49:2, pages 437-463.
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Sabrina Mathesius & Moritz Krell. 2019. Towards a Competence-Based View on Models and Modeling in Science Education. Towards a Competence-Based View on Models and Modeling in Science Education 117 129 .
Silvia Wen-Yu Lee. (2017) Identifying the Item Hierarchy and Charting the Progression across Grade Levels: Surveying Taiwanese Students’ Understanding of Scientific Models and Modeling. International Journal of Science and Mathematics Education 16:8, pages 1409-1430.
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Sarah Gogolin & Dirk Krüger. (2018) Students' understanding of the nature and purpose of models. Journal of Research in Science Teaching 55:9, pages 1313-1338.
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Jingying Wang, Min Jou, Yaozhong Lv & Chun-Chiang Huang. (2018) An investigation on teaching performances of model-based flipping classroom for physics supported by modern teaching technologies. Computers in Human Behavior 84, pages 36-48.
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Gwendolyn A. Lawrie & Daniel C. Southam. 2018. International Perspectives on Chemistry Education Research and Practice. International Perspectives on Chemistry Education Research and Practice 175 191 .
Sarah Gogolin & Dirk Krüger. (2016) Diagnosing Students’ Understanding of the Nature of Models. Research in Science Education 47:5, pages 1127-1149.
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Nurulhuda Rosli & Noor Nadiah Mohd Nasir. 2017. Overcoming Students' Misconceptions in Science. Overcoming Students' Misconceptions in Science 243 262 .
Sarah Lena Günther, Jennifer Fleige, Annette Upmeier zu Belzen & Dirk Krüger. 2017. Entwicklung von Professionalität pädagogischen Personals. Entwicklung von Professionalität pädagogischen Personals 215 236 .
Jingying Wang, Yue Zhang & Weizhao Shi. (2016) RESEARCH ON THE COGNITIVE LEVEL OF STUDENTS’ PERCEPTIONS OF PHYSICS MODELS AND MODELING MECHANISM IN CHINESE HIGH SCHOOLS. Journal of Baltic Science Education 15:2, pages 204-215.
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Hee-Kyung Park, Jong-Rim Choi, Chan-Jong Kim, Heui-Baik Kim, Junehee Yoo, Shinho Jang & Seung-Urn Choe. (2016) The Change in Modeling Ability of Science-Gifted Students through the Co-construction of Scientific Model. Journal of The Korean Association For Science Education 36:1, pages 15-28.
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John K. Gilbert & Rosária JustiJohn K. Gilbert & Rosária Justi. 2016. Modelling-based Teaching in Science Education. Modelling-based Teaching in Science Education 193 222 .
Rosária Justi. (2015) RELAÇÕES ENTRE ARGUMENTAÇÃO E MODELAGEM NO CONTEXTO DA CIÊNCIA E DO ENSINO DE CIÊNCIAS. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 17:spe, pages 31-48.
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Shirly Avargil, Mitchell R. M. Bruce, François G. Amar & Alice E. Bruce. (2015) Students’ Understanding of Analogy after a CORE (Chemical Observations, Representations, Experimentation) Learning Cycle, General Chemistry Experiment. Journal of Chemical Education 92:10, pages 1626-1638.
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Moritz Krell, Bianca Reinisch & Dirk Krüger. (2014) Analyzing Students’ Understanding of Models and Modeling Referring to the Disciplines Biology, Chemistry, and Physics. Research in Science Education 45:3, pages 367-393.
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Elena Trotskovsky, Nissim Sabag & Shlomo Waks. (2015) Students' Achievements and Misunderstandings When Solving Problems Using Electronics Models—A Case Study. IEEE Transactions on Education 58:2, pages 104-109.
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Trevor J. Barrett, Andrew T. Stull, Ted M. Hsu & Mary Hegarty. (2015) Constrained interactivity for relating multiple representations in science: When virtual is better than real. Computers & Education 81, pages 69-81.
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Suat Unal, Gunay Palıc Sadoglu & Ummu Gulsum Durukan. (2014) TEACHER EDUCATORS’ VIEWS OF “MODEL” CONCEPT AND THEIR MENTAL MODELS. Journal of Baltic Science Education 13:5, pages 674-694.
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Silin Wei, Xiufeng Liu & Yuane Jia. (2013) USING RASCH MEASUREMENT TO VALIDATE THE INSTRUMENT OF STUDENTS’ UNDERSTANDING OF MODELS IN SCIENCE (SUMS). International Journal of Science and Mathematics Education 12:5, pages 1067-1082.
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MIHYE WON, HEOJEONG YOON & DAVID F. TREAGUST. (2014) Students’ Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism. Science Education 98:5, pages 840-866.
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Michelle J. Barthlow & Scott B. Watson. (2014) The Effectiveness of Process‐Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry. School Science and Mathematics 114:5, pages 246-255.
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Moritz Krell, Annette Upmeier zu Belzen & Dirk Krüger. (2013) Students’ Levels of Understanding Models and Modelling in Biology: Global or Aspect-Dependent?. Research in Science Education 44:1, pages 109-132.
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Patrick Roy & Abdelkrim Hasni. (2015) Les modèles et la modélisation vus par des enseignants de sciences et technologies du secondaire au Québec. McGill Journal of Education 49:2, pages 349-371.
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Derek Hodson. 2014. International Handbook of Research in History, Philosophy and Science Teaching. International Handbook of Research in History, Philosophy and Science Teaching 911 970 .
Gail Chittleborough. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 25 40 .
DAVID HEYWOOD, JOAN PARKER & MARK ROWLANDS. (2013) Exploring the Visuospatial Challenge of Learning About Day and Night and the Sun's Path. Science Education 97:5, pages 772-796.
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Shinyoung Lee, Chan-Jong Kim, Seung-Urn Choe, Junehee Yoo, HyunJu Park, Eunhee Kang & Heui-Baik Kim. (2012) Exploring the Patterns of Group model Development about Blood Flow in the Heart and Reasoning Process by Small Group Interaction. Journal of The Korean Association For Science Education 32:5, pages 805-822.
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Göran Karlsson. (2010) Animation and grammar in science education: Learners’ construal of animated educational software. International Journal of Computer-Supported Collaborative Learning 5:2, pages 167-189.
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Susan A. Everett, Charlotte A. Otto & Gail R. Luera. (2009) PRESERVICE ELEMENTARY TEACHERS’ GROWTH IN KNOWLEDGE OF MODELS IN A SCIENCE CAPSTONE COURSE. International Journal of Science and Mathematics Education 7:6, pages 1201-1225.
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Gail D. Chittleborough & David F. Treagust. (2009) Why Models are Advantageous to Learning Science. Educación Química 20:1, pages 12-17.
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John K. Gilbert. 2008. Visualization: Theory and Practice in Science Education. Visualization: Theory and Practice in Science Education 3 24 .

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