Moving beyond the model as a copy problem: investigating the utility of teaching about structure-preserving transformations in the model-referent relationship. Issue 12 (12th August 2020)

• Record Type: Journal Article
• Authors: Capps, Daniel K.; Shemwell, Jonathan T.
• Is Part Of: International journal of science education. Volume 42:Issue 12(2020)
• Page Start: 2008
• Page End: 2031
• Publication Date: 2020-08-12
• Subjects: Modelling -- nature of models -- metamodelling knowledge; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2020.1810354
• Languages: English
• ISSNs: 0950-0693

Abstract

ABSTRACT: An important research objective in modelling instruction is defining what students should learn about the model-referent relationship, as when unguided, they tend to errantly think of models as literal interpretations of their referents. Restating this problem we say students should learn about structure-preserving transformations between models and referents; including: what gets transformed, how it is transformed, and directions of information flow in transformation. To define what students should learn of this triumvirate, we introduce two explanatory statements: models are abstractions and models have transferability. We then investigated how readily students could learn about abstraction and transferability, and how this learning related to literal interpretation, by comparing pre- and posttest scores of modelling knowledge for students ( n = 175) who participated in a modelling activity that provided experiences with abstraction and transferability. A control group (n=49) took identical tests but received no relevant instruction. Results showed that modelling students: (1) improved their capability to generate abstract models; (2) gained in their understanding that models represented their referents under transformation; and (3) consequently, did not think of models as literal interpretations. Lack of gains in the control ruled out a testing effect. We concluded that knowledge of structure-preserving transformations is a viable and valuable object of instruction.