Learning through modelling in science: Reflections by pre-service teachers

Authors

  • Siv G. Aalbergsjø OsloMet – Oslo Metropolitan University
  • Per Øyvind Sollid OsloMet – Oslo Metropolitan University

DOI:

https://doi.org/10.5617/nordina.7108

Keywords:

Modelling-based teaching, Deep learning, Pre-service teachers, Qualitative interviews

Abstract

This study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated pre- and in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activities
are important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms.

Author Biographies

Siv G. Aalbergsjø, OsloMet – Oslo Metropolitan University

Associate Professor, Department of Primary and Secondary Teacher Education

OsloMet – Oslo, Norway Metropolitan University, Norway

 

Author information:

Associate professor and teacher educator in science education at OsloMet – Oslo Metropolitan University. She has a PhD in quantum molecular modelling of biomolecular radiation damage, and a background in modelling in physics and chemistry before she turned to teacher education. Her research interests include modelling and programming in science education.

Per Øyvind Sollid, OsloMet – Oslo Metropolitan University

Associate Professor, Department of Primary and Secondary Teacher Education

OsloMet – Oslo, Norway Metropolitan University, Norway

 

Author information:

Associate professor in science education at OsloMet – Oslo Metropolitan University. He has a PhD in quantum information theory, and a background as a qualified maths and science teacher before turning to science teacher education. His research interests include modelling, programming and technology in science education.

 

 

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Published

2021-04-28

Issue

Vol. 17 No. 2 (2021): Nordina

Section

Articles

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