JSSS
Teacher support material
Using models in science teaching and learning
“…the fundamental fact about learning: anything is easy if you can assimilate it into your
collection of models…what an individual can learn, and how he learns it, depends on what
models he has available. (Papert)
Introduction
Within the scientific community models are an important mechanism for advancing scientific
understanding. This involves the construction, validation and application of scientific models.
Science instruction should be designed to engage students in making and using models where
possible If scientists use models as ‘thinking tools’, shouldn’t students also use them?
Teachers can use models to help students make sense of their observations, and understand
abstract ideas through the visualisation of

objects that are too big, too small or positioned so it is difficult for them to be seen easily
e.g. an ecosystem, cell, heart

processes that cannot easily be seen directly e.g. digestion

abstract ideas e.g. particulate nature of matter, energy transfer.
When using a model of any type with groups of students it should be made clear to them that it
is a model they are using. A teacher cannot guarantee that the way he sees a model, or wants the
students to see it, is actually the same way that the students do. It is important to introduce the
idea that models can change over time and that models need only be ‘good enough’ to explain a
particular concept or idea to meet the needs at that time.
Science students who become actively involved in using models in their learning have been
shown to gain a deeper understanding of the concepts and processes about which they are
learning
Types of scientific models
Type
Description and example
Scale models
Version of the original that is easy to see e.g. anatomical models
Analogue models
Simplification of the original used to explain certain phenomena
e.g. different types of atomic and molecular models
Mathematical models
Express a situation in terms of formulae e.g. gas laws
Theoretical models
Put forward an explanation of a situation based on previous scientific
knowledge, experiences and observations e.g. the ‘big bang’ theory
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JSSS
Teacher support material
Models in science teaching
These can mainly be classified into two groups – scientific models and teaching models:
1. Scientific models (or consensus models) represent the widely accepted scientific view of
a concept or idea. It provides a representation or an explanation for a complex process.
2. Teaching models are used to help a learner understand or visualise an idea, process or
system; they are visual or physical representations which helps explain the abstract idea
or invisible structure to the learner. Analogies as teaching models, usually illustrative
rather than explanatory, are explanations or stories based on an object very familiar to
students.
It is very important that students know when a model being used, and what type of model is
being used e.g. in one lesson a scale model of the ear may be used, in another a ‘slinky’ is used
as an analogical model to represent the movement of sound. The teacher needs to point out to the
students the differences betweens these two uses of models.
Effective use of modelling

makes explicit the purpose and use of the model as a process of thinking

takes into account pupils’ prior knowledge and experiences – creates links between an
idea they have seen before and the one they are about to see

is matched to pupils’ ability and maturity

maintains the pace of the lesson by using modelling for short periods only

repeats the modelling of a process whenever necessary - some skills are best acquired
through repeated practice.
If used inappropriately models can lead to development of misconception that can be hard to
replace - learners should be taught the scope and limitation of the models.
Science thinking skills associated with making and using models

recognising the similarity between models and the things they represent, e.g. recognising
what is and isn’t a model of the heart

assessing the strengths and limitations of models in explaining and predicting the
behaviour of the objects or phenomena they represent

creating models to explain things that cannot be observed directly e.g. acquiring images
and understandings that come from drawing, painting, sculpting, music, role play

using models to raise questions, communicate ideas, and test hypotheses in many
different contexts e.g. carrying out an experiment with a model that is not possible or
practical to do with the real thing
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Examples of teaching models used in school science

Electricity: teacher and students all become part of the ‘Big Circuit’.

Conduction, convection and radiation: Students model the processes of heat energy
transfer by passing a ‘parcel of energy’ along a line of linked pupils for conduction, by
circulating to pick up a ‘parcel of energy’ and delivering it elsewhere before circulating
to pick up some more, etc. The teacher models radiation by throwing ‘parcels of energy’
across the space.

Reactivity series: Cards with the names of the metals are handed out to the students and
they have to arrange themselves in a line in the correct order of reactivity.

Resistance in an electrical circuit: the ‘rope through the hands’ used in a circle of
students.

Charged particles moving in an electrical circuit: golf balls in clear tube.

Feeding relationships in a food web: students acting as producers/consumers arrange
themselves to represent the food web.

Human lungs: balloons in ball jar / bottle.

Absorption through small intestine: Visking tubing.

Transfer of sound energy: ‘slinky’.

Atoms, molecules and bonding: various commercial or self-made model systems.

Joints/muscles, heart, eye, etc: anatomical or self-made models.
Examples of analogies used in school science

Money as an analogy for energy.

Camera as an analogy for the eye.

Squeezing toothpaste as an analogy for peristalsis.

Scissors as an analogy for digestive enzymes.
References

Key Stage Three National Strategy: Strengthening Teaching And Learning In Science
Through Using Different Pedagogies

Museum of Science, Boston: http://www.mos.org/exhibitdevelopment/skills/models.html

Parkinson, J. Improving Secondary Science Teaching

Modelling Methodology for Physics Teachers.

Papert, S. Mindstorms: Children, Computers, and Powerful Ideas.
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