Modelling in Science Lessons: Are There Better Ways to Learn With Models?

This is the authors' abstract. We don't add key points for this paper.

Modelling is the essence of scientific thinking, and models are both the methods and products of science. However, secondary students usually view science models as toys or miniatures of real‐life objects, and few students actually understand why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models appropriate to the cognitive ability of their students. An example explains how the systematic presentation of analogical models enhanced an 11th‐grade chemistry student's understanding of atoms and molecules. The article recommends that teachers encourage their students to use and explore multiple models in science lessons at all levels.