| The central roles that modeling plays in the process of scientific enquiry and that modelsplay as the outcomes of that enquiry are well established. As a consequence, modeling andmodels should make major contributions to science education. The critical step ofmodel-based teaching and learning is to recognize the different kinds of students' metalmodels, for which is hard to control we begin our research with expressed models. Then weshould make an operational typology of models. This essay gives out just an operationaltypology of models used in chemical textbooks with elaborations on each unit. I categorize allof the models used in the four editions of compulsory educational chemical experimentaltextbooks based on "curriculum standards" and concluded with the statistic data. The finalpurpose of all this work is to aid on the teachers and students for choosing and using modelsin classrooms, as well as giving some suggestions on how to use models in writing chemicaltextbooks. Four parts are included in this essay, and here are the content and achievement of each:At the beginning, I proposed the questions and give brief answers to the origin of thepaper and the direction and value of the research.The second part is about definitions and typologies of models used in science and inchemistry education based on modes of representations and content of phenomena. Accordingto the reviews, I also make an operational typology of models used in chemical textbookswith elaborations on each unit.The third part is mainly on the comparison of models used in different editions ofchemical textbooks. We discussed three questions: the total amount of each edition, the modeof representations and the content of phenomena. With analysis of the four editions, I foundsome regulations on the attributions of models in chemical textbooks.Finally, according to the regulations we got in the third part, four conclusions areacquired. |
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