Defining learning objectives for using and designing models in science, mathematics, and technology subjects in lower secondary education

Abstract

This study focuses on defining learning objectives for using and designing models in science, mathematics, and technology subjects in lower secondary education. In our current science education, we put emphasises on a more coherent science education that incorporates the 21st century skills. Nowadays, the implementation of these skills is still insufficient. A better implementation of the 21st century skills and a more coherent science education can be achieved by putting more emphasis on models in education. However, grounded learning objectives for using and designing models in lower secondary education are still missing and consequently we cannot propose suitable learning and teaching strategies. Therefore, the aim of this research is to get a better view on what we want to teach students in lower secondary education about models. As part of this, the meaning of the term model and related concepts need to be clarified. To do this, eight semi-structured interviews are conducted with experts with a background in one of the science, mathematics, or technology subjects and a background in educational research. The analysis of these interviews shows that the term representation is closely related to the term model and that models are by the experts seen as a representation of something. Furthermore, a selection of most desirable learning objectives for using and designing models is identified. The achievability of the learning objectives depends on how complex the model is and how complex the object is that is (going to be) modelled.