The Change of Science Teachers’ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform

Abstract

In order to enhance teachers’ professional awareness, it is necessary to understand and value their subjective or personal knowledge and beliefs. This study investigated the change of science teachers’ personal knowledge about teaching models and modelling in science within the context of educational reform in The Netherlands. The study followed nine experienced science teachers during the first years of the implementation of a new syllabus, which emphasises models and modelling. Data collection consisted of the repeated administration of a Repertory Grid instrument. From the results, three different types of personal knowledge concerning teaching models and modelling in science were identified, each of which showed significant change over time. Type 1 combined modelling as an activity undertaken by students with the learning of specific model content. In Type 2, the learning of model content was combined with critical reflection on the role and nature of models in science. Finally, in Type 3, the learning of model content involved both students’ production and revision of models, and a critical examination of the nature of scientific models in general. Implications for the teachers’ professional development are discussed.

Acknowledgements

The authors wish to thank Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO, The Netherlands) for the financial support for the development of the research project from which this paper originated. Project number 411‐21‐201.