The Use of Modeling-Based Text to Improve Students' Modeling Competencies

Abstract

This study investigated the effects of a modeling-based text on 10th graders' modeling competencies. Fifteen 10th graders read a researcher-developed modeling-based science text on the ideal gas law that included explicit descriptions and representations of modeling processes (i.e., model selection, model construction, model validation, model analysis, model deployment, and model reconstruction) and submicroscopic perspectives of gas particles. The results revealed that the students not only developed their modeling competencies but also constructed scientific mental models of the ideal gas law after reading the modeling-based text. On the basis of their mental models, students interpreted macroscopic phenomena with submicroscopic concepts of gas particles for some modeling stages. This study demonstrates that modeling-based text enables students to better apply scientific information in the construction of their conceptual knowledge and helps them develop their modeling competencies.