The Effect of Scientific Model Training and Model-Based Activities on Middle School Students' Model Perception and Modeling Level

Scientific models and model-based activities have an important place in learning scientific topics and concepts. The aim of this research, which was designed based on the importance of model-based education and conducted in a mixed research design, is to determine how middle school students' model perceptions and modeling levels change as a result of two different interventions, lessons conducted with scientific model training and model-based activities. Within the scope of the research, quantitative and qualitative data were collected and analyzed from four different classes. The focus of the research is based on revealing how the model perceptions and modeling levels of students who are trained about the nature of scientific models and who engaged in model design activities changed compared to students who did not receive training and did not engage in activities. The study group includes 80 middle school students from four different classrooms. Data were collected using the Students’ Understanding of Models in Science Scale and the Student Models Evaluation Rubric. Data from three groups (training, modeling, training and modeling) and one control group were compared and analyzed. The results showed that in the model-based teaching process, the education given about the nature of scientific models and the middle school science lessons conducted through the modeling activity did not lead to a significant change in the modeling levels and model perception of the classes before and after the intervention. However, significant differences were observed in the groups where the modeling activity was carried out in terms of the purpose of the model and the communication elements of the model. Within the scope of the study, various suggestions were made based on the literature and the findings of the research in order to improve students' modeling levels and perception of scientific models.