| Models and modeling are fundamental components of science,so learning about the nature and application of scientific models and participating in the process of model construction should be an important part of physics education.This understanding of the nature of scientific models is known as meta-modeling knowledge.This study developed a theoretical framework for meta-modeling knowledge,focusing on the representation,abstraction,interpretability,application,and change of models.Based on this framework and existing assessment tools,a reliable and valid meta-modeling knowledge assessment tool was developed and adapted.The tool was used to test the meta-modeling knowledge of 77 first-year high school students from a school in Shanghai.Descriptive and inferential statistical analyses were conducted,leading to the following conclusions:Firstly,students have a relatively good understanding of the meta-modeling knowledge related to the multiple representations of models,the use of models as interpretive tools,the application of models,and the essential nature of model change.However,there is a contradiction in their understanding of the abstraction of models-whether models are exact replicas or not.Secondly,there were no significant differences in students’ meta-modeling knowledge between genders or academic levels.This may be due to the overall high level of student quality in the school,as well as the lack of specific modeling courses in domestic secondary schools.Based on the survey results,we designed and implemented a physics course to promote understanding of meta-modeling knowledge.Through the course,we found that in addition to promoting modeling practice-related courses,it is also important to incorporate teaching content related to meta-modeling knowledge,which enables students to participate in meaningful modeling practice.In future research,we will further improve relevant assessment tools,expand and optimize sample selection,and attempt to combine modeling practice with meta-modeling knowledge in teaching practice. |
