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Analogies are parts of human thought. From them, we can acquire new knowledge or change that which already exists in our cognitive structure. In this sense, understanding the analogical reasoning process becomes an essential condition to understand how we learn. Despite the importance of such an understanding, there is no general agreement in cognitive science literature about this issue. In this study, we investigated students' analogical reasoning as a creative process where an environment was set up to foster the students' generating and explaining their own analogies. Data were gathered from pre- and post-teaching interviews, in which the 13-14-year-old students were asked to make comparisons that could explain how atoms are bound. Such data supported the discussion about how students reasoned analogically. Our results made it evident that the task aims and the students' salient knowledge exerted a great influence on the drawing of analogies. (Contains 7 notes, 2 tables and 5 figures.)

Current proposals for science education recognise the importance of students' involvement in activities aimed at favouring the understanding of science as a human, dynamic and non-linear construct. Modelling-based teaching is one of the alternatives through which to address such issues. Modelling-based teaching activities for ionic bonding were introduced. This topic was chosen because of both the high incidence of students' alternative conceptions and its abstract nature, which justify the need for understanding complex models. The diagram Model of Modelling was used as a theoretical construct during the development of the teaching activities, which were implemented in a Brazilian medium level public school class (16-18 years old students). The data collected were the written material and models produced by the students, the content-knowledge tests, the video-recording of the lessons, and the observations and field notes of both the teacher and the researcher who observed the lessons. The analysis of such data enabled the production of case studies for each of the student groups. In this paper, we analyse one of the case studies, looking for evidence about the way that specific elements of the teaching strategy supported students' learning. It supported our belief in the use of the Model of Modelling diagram as a theoretical construct with which to develop and analyse modelling-based teaching activities.

This paper presents and discusses students' learning process of chemical equilibrium from a modelling-based approach developed from the use of the "Model of Modelling" diagram. The investigation was conducted in a regular classroom (students 14-15 years old) and aimed at discussing how modelling-based teaching can contribute to students learning about the main qualitative aspects concerning chemical equilibrium. The data (collected from the written material produced by the students and the video-recording of the classes) were organised in case studies for each group of students. The discussion supports the conclusion that elements from the "Model of Modelling" diagram, as well as methodological aspects related to the teacher's action, influenced the students' learning process. (Contains 5 figures and 4 notes.)

This study investigates the relationship between the students' understanding of the aims of an investigative activity and their performance when conducting it. One hundred and eighty-one year nine students from a public middle school in Brazil took part in the study. Students working in pairs were asked to investigate two problems using a computer-based environment. All their attempts to collect information were recorded in a log file, which registered the history of each duo investigation. After completing each investigation, all the participants were asked to explain in writing what the objective of the task was. Results obtained showed that a proportion of the students had some difficulties recalling the declared aims of the activities. However, those who succeeded in recognising the stated aims of the tasks showed a superior performance in conducting their investigations. This performance was graded according to both the proportion of adequate and consistent tests carried out and the quality of the investigation which was done. (Contains 17 tables and 3 figures.) [Funding for this article was provided by the CNPq.]

Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning science teachers' knowledge in this domain. In this project, the Interconnected Model of Teacher Professional Growth [Clarke, D., & Hollingsworth, H. (2002). "Teaching and Teacher Education," 18(8), 947-967] was used as the basic framework for the establishment of the relationships between the different data gathered in characterising teachers' knowledge on models and modelling. In this paper, the whole framework of the research is presented, as is some evidence of how powerful this framework was in helping us to understand the development of the teachers' knowledge.

In this paper, we present a case study of a beginning chemistry teacher who enrolled in a project aimed to contribute to the development of teachers' knowledge of models and modelling in science. The project consisted of a series of institutional meetings in combination with an action research project the teacher conducted in her own classes. By explaining how the project was conducted and mainly by focusing on the teacher's voice, her dynamic, continuous, and non-linear process of knowledge development is discussed in detail. We were able to investigate and describe this development in terms of various types of knowledge--content knowledge, curricular knowledge and pedagogical content knowledge--which were developed simultaneously. Among other results, it became clear how certain institutional activities led to specific choices in the teacher's action research project. For instance, although initially she was reluctant to conduct a modelling activity in her class, she decided to experiment with such an activity in her action research project. Subsequently, the responses of her students during the project convinced her of the value of this modelling activity and helped her to become aware of specific views of her students. Finally, it became evident that the whole experience made her very enthusiastic and stimulated her to formulate specific intentions with respect to the future, both in terms of applying certain teaching activities and in terms of collaborating with colleagues.

Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge about models and modelling are often incomplete or inadequate. A research project was conducted that aimed at promoting and gaining an understanding of the development of beginning science teachers' knowledge in this area. The teachers, who were enrolled in a teacher's training programme, participated in a special course on models and modelling, and conducted a research project in their classes about this theme. The data gathered in this project support the discussion to the extent that both the activities of the course and the conducting of and reflection on their research projects contributed to the development of teachers' knowledge. From the results, we propose some guidelines for educational researchers interested in this area.

A semi-structured interview was used in Brazil to enquire into the "notion of model" held by a total sample of 39 science teachers who were: employed in "fundamental" (6-14 years) and "medium" (15-17 years) schools; student science teachers currently doing their practicum; and university science teachers. Seven "aspects" of their notions of a model were identified: the "nature" of a model, the "use" to which it can be put, the "entities" of which it consists, its relative "uniqueness", the "time" span over which it is used, its status in the making of "predictions", and the basis for the "accreditation" of its existence and use. "Categories of meaning" were identified for each of these aspects. The profiles of teachers' notions of "model" in terms of the aspects and categories were complex, providing no support for the notion of "Levels" in understanding. Teachers with degrees in chemistry or physics had different views about the notion of "model" to those with degrees in biology or with teacher training certificates. (Contains 4 tables and 2 notes.)

Reviews the role of modeling in science teaching and learning. Investigates the knowledge and skills that science teachers think are needed to produce a model successfully using input from (n=39) Brazilian serving science teachers. (Contains 64 references.) (Author/YDS)

Focuses on (n=39) Brazilian science teachers' perceptions of the role of models in science teaching and uses semi-structured interviews to inquire into the knowledge of models and modeling. Reports three groups of ideas: (1) the status and value of models; (2) the influences that inform the translation of these general ideas; and (3) responses to outcomes of modeling activities. (Contains 45 references.) (Author/YDS)

Suggests that the contribution of history and philosophy of science (HPS) to science education can be enhanced through a consideration of scientific models. Analyzes the curriculum and textbooks for 14-16 year olds in Brazil and the United Kingdom and identifies the use of hybrid models. (Contains 35 references.) (Author/YDS)

Presents eight historical consensus models for teaching chemical kinetics. Models put forth by teachers and textbooks in a Brazilian secondary classroom were analyzed and discussed and found to be hybrids of the historical models. The existence of hybrid models in science teaching is proposed as a new component in science teachers' training courses. Contains 58 references. (Author/WRM)

Byline: Rosaria S. Justi (1), John K. Gilbert (2) Abstract: If chemistry is to be taught successfully,teachers must have a good subject matterknowledge (SK) of the ideas with which theyare dealing, the nature of this falling withinthe orbit of philosophy of chemistry. They mustalso have a good pedagogic contentknowledge (PCK), the ability to communicate SKto students, the nature of this falling withinthe philosophy and psychology of chemicaleducation. Taking the case of models andmodelling, important themes in the philosophyof chemistry, an interview-based study wasconducted into the SK and PCK of a sample ofteachers in Brazil. This paper focuses on theresults of the university chemistry teachersub-sample in that enquiry, analyses their SKand PCK, and speculates on the implications ofthis for the education of schoolteachers.Finally, it suggests approaches to theprofessional development of universitychemistry teachers that place an emphasis onthe philosophy of chemistry. Author Affiliation: (1) Departamento de Quimica, Universidade Federal de Minas Gerais, Brazil (2) School of Education, The University of Reading, U.K. Article History: Registration Date: 12/10/2004