Unpacking Teachers’ Beliefs About Models: Evidence from the EBMo-MBT Questionnaire

Science teachers’ epistemological beliefs are a fundamental component of pedagogical content knowledge when engaging students in modeling practices. This study examined the construct validity and reliability of the Epistemological Beliefs of Models in Model-Based Teaching (EBMo-MBT), an instrument designed to assess the epistemic beliefs of in-service science teachers (ISTs) regarding scientific models. Following expert review and a pilot study (n = 43), the revised instrument was administered to 372 ISTs in Chile. Internal consistency was strong (α = 0.86; ω = 0.89). Exploratory factor analysis revealed a three-factor structure aligned with theoretical expectations: (1) generative tools for testing scientific knowledge, (2) explanatory, predictive, and tentative nature of scientific models, and (3) multiplicity of scientific models. Model fit indices supported this structure (CFI = 0.95; RMSEA = 0.05). Self-report data indicated that ISTs generally endorsed the role of models in generating and testing scientific ideas and recognized their tentative nature; however, fewer participants fully acknowledged the abstract and representational limits of models. These findings underscore the need for professional development that emphasizes model evaluation, abstraction, and the use of multiple representations. The EBMo-MBT demonstrates strong psychometric properties and offers a useful tool for identifying ISTs’ epistemological beliefs and informing science education practice. Future research should conduct confirmatory factor analysis and examine how these beliefs relate to classroom implementation of model-based teaching.