How Do Junior High School Students Understand Scientific Models?—Through the Development of a Japanese Version of SUMS—

Abstract

In this study, we conducted a questionnaire survey using the instrument SUMS to consider the support appropriate for the classroom by typifying the tendencies of junior high school students’ understanding of scientific models. Firstly, a factor analysis was performed to reveal the factors determining students’ understanding of scientific models. Secondly, these factors were examined whether they are reasonable scientific models. Thirdly, on the basis of factor scores obtained from the factor analysis, a cluster analysis was performed to typify the tendency of students’ understanding of scientific models. As a consequence, the following findings were gained:

(1) The factor analysis showed that the following five factors were extracted: “Models as multiple representations” “Models as exact replicas” “Models as explanatory tools” “Uses of scientific models” “The changing nature of models”

(2) The five factors of students’ understanding of scientific models were examined as to whether those are reasonable scientific models. As a result, factors other than “Models as exact replicas” were judged to be proper scientific models.

(3) Cluster analysis based on factor scores indicated four groups. We proposed forms of support in accordance with the characteristics of these groups.