English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Modelling is a key process in the development of scientific knowledge. In order to conduct a more authentic science education, i.e., to make the processes it entails successively approximate to those of science per se, it is advocated that it should be conducted from a modelling-based perspective. From an analysis of how modelling is generally conducted in science, a scheme to represent such a process was previously proposed: the Model of Modelling diagram. It has been used as a framework for the development and use of teaching strategies for some abstract concepts in chemistry. In this paper, a modelling-based teaching of chemical bonding occurred in a regular classroom in Brazil is analysed. In particular, the following research question is discussed: What must teachers do to support the development of modelling skills by students in lessons based on the Model of Modelling? From such a discussion, relevant implications and recommendations for science teachers interested in based their practice in a modeling approach are also presented.

Learning how to model in science classroom: key teacher's role in supporting the development of students’ modelling skills