Examining prospective science teachers' understandings of the role of models and modeling in science within the context of building and testing computer models of pond ecosystems

Contemporary reforms in science education place an emphasis on students learning science as inquiry by reasoning about scientific phenomena. To be successful their teachers need to be knowledgeable of not only the important ideas of science but also the reasoning that led to the development of those ideas. One critical aspect of the scientific endeavor is scientific modeling whereby an unknown, inaccessible phenomenon or system is explored through the examination of a familiar, accessible entity called a model. Empirical research suggests that most teachers, both inservice and preservice, do not possess the kind of in depth understanding of the role of models and modeling in science necessary to support s students in model-based reasoning.; This qualitative case study examines the modeling understandings of eight prospective science teachers in a unique context. The prospective teachers participated in a seven-session instructional module in a science content course designed for prospective teachers. The module emphasized the role of models and modeling in science and involved field studies of pond ecosystems, explicit instruction on scientific modeling, and the capstone experience of building and testing computer models of the pond ecosystem. Data collection consisted of pre- and post-module questionnaires and semi-structured interviews, the models built and tested by the prospective teachers, and process-video captured while the prospective teachers built and tested their models. Data analysis led to the formulation of numerous assertions related to the prospective teachers' understanding of the role of models and modeling in science.