Research On Chemistry Teachers' Knowledge And Implication Of Model

One of purposes for science literacy is understanding the process and methodology of science, more attention is paid on method education gradually, but model and modeling are neglected. Meanwhile, teachers play an important role in the science education. Teachers help students in learning abstract concepts and theory. Therefore, teachers' knowledge and implication of model and modeling are carefully studied in this thesis.There are three parts in the research. Firstly, research literature about the nature of model, modelling, teachers' knowledge on model and modelling were reviewed. Secondly, Chinese teachers' view about the nature of model in science was investigated through questionnaire; finally, chemistry teachers' knowledge about chemical model and implication of model in chemistry education was explored.Based on the above-mentioned empirical studies, the following conclusions can be drawn:1.Chemistry Teachers shared the same general definition of model, however, their content knowledge of models proved to be limited and diverse.2.Chemistry teachers considered the most important function of model was just to help students obtaining knowledge.3.The knowledge of chemistry teachers about some chemical models was limited.4.Chemistry teachers paid more attention on visualization and picturesque when they chose models.5.The procedure in modeling of teachers' knowledge was imcomplete.6.A general process in application of model is adopted by chemistry teachers in teaching chemistry.