Fostering students’ understanding of biological models using Modelling-based Learning

Abstract

Understanding of scientific concepts, observations, methodology and processes are known as integral parts of scientific literacy. Model reasoning and modelling contribute to this. Since models in science education are mostly presented as ready-made models, students do not experience the complete cycle of modelling. This obstructs students in their modelling competences and understanding of models. Modelling-based Learning seems an effective strategy in engaging students into scientific modelling, and in supporting students’ understanding of scientific models. This study focused on models in biology education, more specific, concept-process models. These models are known as the most challenging and abstract type of models for students. The aim of this study was to determine whether Modelling-based Learning (MbL) fosters students’ understanding of models of biological processes. To do so, a first cycle of an educational design-based research has been conducted. A MbL-activity as well as semi-structured interviews were conducted in two classes of upper secondary school pre-university (VWO) level students (15/16 years old) at a Dutch secondary school in Nieuwegein. Results show that MbL did foster students’ understanding of biological models on all model aspects. This indicates that MbL fosters students’ understanding to at least level one or higher on all model aspects. Furthermore, interview results indicate that at least six students reached the highest level of understanding on at least one aspect. However, the effect of MbL on students’ understanding of biological models has to be determined by comparing the results with an initial level of understanding.