2010/06/14 by Janice D. Gobert, Laura M. O’Dwyer, Paul Horwitz +3 · 1 citation
Computer Science · Psychology · Social Sciences · #Educational Strategies and Epistemologies #Science Education and Pedagogy #Teaching and Learning Programming
paper · doi:10.1080/09500691003720671
openalex publication_date 2010/06/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
This research addresses high school students’ understandings of the nature of models, and their interaction with model‐based software in three science domains, namely, biology, physics, and chemistry. Data from 736 high school students’ understandings of models were collected using the Students’ Understanding of Models in Science (SUMS) survey as part of a large‐scale, longitudinal study in the context of technology‐based curricular units in each of the three science domains. The results of ANOVA and regression analyses showed that there were differences in students’ pre‐test understandings of models across the three domains, and that higher post‐test scores were associated with having engaged in a greater number of curricular activities, but only in the chemistry domain. The analyses also showed that the relationships between the pre‐test understanding of models subscales scores and post‐test content knowledge varied across domains. Some implications are discussed with regard to how students’ understanding of the nature of models can be promoted.