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Direct linkAnna Garrido; Digna Couso – Journal of Research in Science Teaching, 2025
The importance of models and modeling in science education is well-recognized, yet there exists significant polysemy among these terms within the literature. This ambiguity often leads to confusion, particularly regarding whether modeling represents an expected student performance, an instructional strategy to promote such performance, or both.…
Descriptors: Science Education, Learner Engagement, Models, Educational Practices
Danielle Murphy; Ravit Golan Duncan; Clark A. Chinn; Joshua Danish; Cindy E. Hmelo Silver; Jinzhi Zhou; Zach Ryan – Journal of Research in Science Teaching, 2025
Scientific modeling is a core practice of scientific inquiry. Students' engagement in modeling can be enhanced by attending to epistemic criteria, which in science are standards used to evaluate the validity and accuracy of scientific models. While prior research has focused on students' development and use of epistemic criteria in scientific…
Descriptors: Elementary School Students, Metacognition, Epistemology, Knowledge Level
Pernilla Nilsson; Anne-Marie Cederqvist – Journal of Research in Science Teaching, 2025
This paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers' planning and enactment of science teaching, that is, their development of pedagogical content knowledge (PCK). The Refined Consensus Model (RCM) is used as a theoretical lens for…
Descriptors: Pedagogical Content Knowledge, Reflection, Science Education, Methods Courses
Jannis Zeller; Josef Riese – Journal of Research in Science Teaching, 2025
There have been several attempts to conceptualize and operationalize pedagogical content knowledge (PCK) in the context of teachers' professional competencies. A recent and popular model is the Refined Consensus Model (RCM), which proposes a framework of dispositional competencies (personal PCK--pPCK) that influence more action-related…
Descriptors: Teacher Competencies, Pedagogical Content Knowledge, Models, Preservice Teachers
