Adapting authentic science practices into contexts for learning: The case of models and modelling in pre-university chemistry education

Abstract

This research study explores the potential benefits of using authentic modelling practices as contexts for learning in chemistry education. An authentic modelling practice is characterized as professionals sharing common purposes, working to a similar type of modelling procedure, while applying relevant issue knowledge. The educational challenge is to adapt these practices to suit students’ abilities and lead to desired learning outcomes. This study employs an educational design research approach for the construction of an intervention aimed at enhancing students’ epistemological notions regarding models and modelling. The design knowledge is captured in design principles, a synthesis of strategy components and pedagogic effects underpinned by theoretical notions, empirical experiences and/or practical considerations. These design principles provide heuristic guidelines that support practitioners and educational designers in constructing authentic practice-based interventions for science education.