Models and modelling in science and science education
One of my publications is:
Taber, K. S. (2017). Models and modelling in science and science education. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 263-278). Rotterdam: Sense Publishers.
Abstract
This chapter discusses the nature and roles of models in science, and in science education. It is argued that models and modelling are important in science teaching both because of the need to authentically reflect the importance of modelling in science itself, and because of the pedagogic role of models. It is suggested that effective teaching practice requires teachers to distinguish these two different roles of models in the science classroom. There are extensive literatures relating to the role of models in the practice of science, and to the use of models in science teaching, and the present chapter sets out to introduce readers to some key ideas about this important topic.
Contents:
- What are models
- Teaching about scientific models
- Student understanding of scientific models
- Teaching students about the role of modelling in science
- Curricular models and teaching models
- Students creating their own models
- Conclusions
- Further reading
- References
Table 1: Comparing two analogous systems 
Table 2: Mapping an analogy 
Figure 1: The so-called 'central dogma' of molecular biology suggested a one way process whereby information stored in DNA determined the structure of RNA and so indirectly the structure of proteins 
Figure 2: The model of information transfer in molecular biology has been amended now it is known that information in RNA can sometimes be transferred to, and so stored in DNA, before later being used in producing proteins 
Figure 3: Scientific thinking requires an interplay of logical and creative thought. Whilst scientific enquiry relies upon rational thought, it just as much depends upon the use of imagination.
Academia’s AI gloss
This is how the Academia website summarised the key points of this chapter:
"Here are the key claims, findings, and conclusions I identified from the text
- Models and modelling are central to the practice of science. Scientific models are simplifications and abstractions that allow scientists to explore explanations, often by running simulations.
- Authentic science education should emphasize models and modelling so students understand the status of models in science and have opportunities to critique and create models.
- There is an important distinction between scientific models used by scientists and pedagogical models used in teaching to represent scientific ideas. Teachers should be explicit about when a model has scientific currency versus when it is merely a teaching aid.
- Progression in students' understanding of models requires carefully scaffolding more sophisticated modelling activities over time, from using metaphors and analogies to building computational models.
- Modelling relies on creativity as much as logic. Activities that allow students to build their own models foster engagement in authentic scientific thinking and the excitement of exploring their own ideas.
In summary, models are critical tools in science and science education that allow simplification and investigation of complex phenomena. An effective science education progresses students through increasingly sophisticated modelling practices and transparently delineates scientific versus pedagogical models."
