MODELING PRACTICE AND USE IN SCIENCE CLASSROOM การสร้างและใช้แบบจำลองในห้องเรียนวิทยาศาสตร์

Abstract

Doing science as modeling practice aims to foster students’ thinking as scientists who create models for explaining or/and predicting natural phenomena and being scientific inquiry tools. On the other hand, from intensive literature review, science teachers also have misunderstood of scientific modeling, and then understood the goals and roles of models and used them inappropriately compared to the scientists do. For example, teachers understand that models are used as a tool for communicating scientific concepts that are invisible with the naked eye, or process complexity rather than as a tool for developing scientific knowledge. Therefore, the purpose of this study is to explain about modeling practice and how to effectively use in a science classroom in line with the work of scientists. The author then would like to present how scientists create models and in what way science teachers’ understanding of the nature of model, modeling and their use in a science classroom. The authors hope that the findings of this review will be useful to science teachers for using models as scientists use. Researchers, science educators and others could take the findings for enhancing teachers, students, or curriculum designers on modeling practice.