Models: an analysis of meanings in the literature on research in science education

Abstract

The subject models contributes towards an innovative psychological reflection on human cognition. This subject has apeeared frequency in science education research studies, but with different meanings. Thus, the use of the term model, in its distinct meanings, is an interesting research topic. In this paper we outline a table of the uses and meanings of models in the international literature in science education. Starting with a preliminar definition of model as a representation of an idea, object, event, process or system, we analyze a sample of four journals published in English, with internation circulation, focusing only on research in science education, from 1986 to 1996, and we elaborated a system of categories regarding the meanings of models found in this literature. The categories mental model, meta-model and modeling as instructional goal are then examined with the purpose of showing their time evolution. The discussion of the findings points towards present and future trends, which emphasize, the search for new theoretical frameworks, in order to understand and explain the teaching and learning process in science education (directing to the mental model and meta-model categories) and, on the other hand, to develop and implement pedagogical strategies (that appears in the category modeling as instructional goal).