Investigating the effects of explicit instructional approaches on students’ understanding of scientific models and modeling

ABSTRACT

Research purposes and design

This study aimed to compare the effects of different explicit approaches used in modeling-based instruction on students’ understanding of scientific models and modeling (USMM). In Study 1, a self-study approach was compared to a preliminary explicit approach. In Study 2, preliminary explicit approach and embedded explicit approach were compared.

Methods

For the data analysis, t tests and analysis of covariance (ANCOVA) were used to compare students’ USMM under the conditions of using different explicit approaches.

Findings

Results showed that in the first study, no statistically significant difference was found between self-study approach and the preliminary explicit approach in any of the USMM subscales. In the second study, students who learned with the embedded explicit approach had better understandings in all subscales of USMM, but not in the changing nature of scientific models (CNM) subscale, than those who learned with the preliminary explicit approach. Through qualitative analysis of the data, categories and examples of the teacher’s embedded epistemic guidance were illustrated. Suggestions for future professional development and research instrument design are provided.

KEYWORDS:

• Understanding of scientific models and modeling
• modeling-based instruction
• middle school

Acknowledgments

This article was subsidized by the National Taiwan Normal University (NTNU), Taiwan, ROC.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Ministry of Science and Technology, Taiwan [104-2511-S-003-059-MY4; 109-2511-H-003-052-MY3].