Educational Physical Model

Different methods of science education have emerged in recent years, centered

on the development of scientific practices based on modelling. Teaching through

modelling, or more precisely, teaching-learning approaches based on models, is

currently one of the most popular areas of work in science education. (Muñoz-Campos,

V.; Franco-Mariscal, A.J.; Blanco-López,2020).

On the one hand, the use of modelling in science education allows for the

comparison of early expressions of previously acquired models with comparisons or

scientific viewpoints that lead to the evaluation and revision of earlier models.

[Hernández, M.I.; Couso, D.; Pintó, R] and, on the other hand, coordinating numerous

ways of representation that assist students' knowledge construction based on such

diverse foundations. [Olander, C.; Wickman, P.; Tytler, R.; Ingerman, A.]. Furthermore,

the usage of various visual representations by students enables them to identify

elements or parts, establish meanings that enhance improved understanding, and

therefore develop deeper learning of the represented subject. [Brandstetter, M.;

Sandmann, A.; Florian, C.].

Creating representations of reality (models) was the main goal. with the intention

of elucidating, it and formulating predictions that, when put into action, are assessed

and revised. Schwarz et al. have delved into the tasks that need to be completed in

modeling practise, from simpler to more complicated: (a) developing models that are
consistent with admissible evidence and theories on how to illustrate, explain, and

predict phenomena; (b) using models to illustrate, explain, and predict phenomena; (c)

comparing and evaluating the ability of different models to sufficiently represent and

capture patterns in phenomena and to predict new ones; and (d) revising models in

ways (Erduran, S.; Jiménez-Aleixandre, M.).

Here are some examples of various modeling representation techniques used in

scientific classrooms, including diagrams, models, metaphors, analogies, and

simulations. (Oliva, J.M. 2019). By using these models, students are able to move away

from memorizing the theories, laws, and hypotheses that are covered in the curriculum

and instead get a deeper understanding of science and, in turn, of their surroundings.

Students should be able to recognize the pattern of the model's activities; they should

be comfortable with it and find it not very complicated, as this will prevent repetition and

boredom. (Muñoz-Campos, V, 2020)

National Research Council (NCR). A Framework for K-12 Science Education: Practices,

Crosscutting Concepts and Core Ideas; National Academy Press: Washington, DC,

USA, 2012.

Muñoz-Campos, V.; Franco-Mariscal, A.J.; Blanco-López, A. Integración de prácticas

científicas de argumentación, indagación y modelización en un contexto de la vida

diaria. Valoraciones de estudiantes de secundaria. Rev. Eureka Sobre Enseñanza

Divulg. Cienc. 2020, 17, 3201. [CrossRef]

Hernández, M.I.; Couso, D.; Pintó, R. Analyzing students’ learning progressions

throughout a teaching sequence on Acoustic Properties of Materials with a model-based

inquiry approach. J. Sci. Educ. Technol. 2015, 24, 356–377. [CrossRef]

Olander, C.; Wickman, P.; Tytler, R.; Ingerman, A. Representations as mediation

between purposes as junior secondary science students learn about the human body.

Int. J. Sci. Educ. 2018, 40, 204–226. [CrossRef]

Brandstetter, M.; Sandmann, A.; Florian, C. Understanding pictorial information in

biology: Students’ cognitive activities and visual reading strategies. Int. J. Sci. Educ.

2017, 39, 1218–1237.

Schwarz, C.V.; Reiser, B.J.; Davis, E.A.; Kenyon, L.; Acher, A.; Fortus, D.; Krajcik, J.

Developing a learning progression for scientific

modeling: Making scientific modelling accessible and meaningful for learners. J. Res.

Sci. Teach. 2009, 46, 632–654. [CrossRef]

Oliva, J.M. Distintas acepciones para la idea de modelización en la enseñanza de las

ciencias. Enseñanza Cienc. 2019, 37, 5–24.[CrossRef]

Muñoz-Campos, V. Aprendizaje del cambio químico y desarrollo de prácticas científicas

en una secuencia de enseñanzaaprendizaje para Educación Secundaria Obligatoria en

el contexto del consumo y elaboración del yogur. Ph.D. Thesis, Universidad

de Málaga, Málaga, Spain, 2020. Available online: https://hdl.handle.net/10630/22464

(accessed on 20 November 2022)

Robles-Moral, F., Fernández-Díaz, M., & Ayuso-Fernández, G. E. (2023). A Study of the

Usefulness of Physical Models and Digital Models for Teaching Science to Prospective

Primary School Teachers. Education Sciences, 13(4), 343.

https://doi.org/10.3390/educsci13040343