The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
A typology of school science models
Abstract
Modelling is the essence of thinking and working scientifically. But how do secondary students view science models? Usually as toys or miniatures of real-life objects with few students actually understanding why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models that are appropriate to the conceptual ability of their students. The article concludes by recommending that teachers model scientific modelling to their students, encourage the use of multiple models in science lessons, progressively introduce sophisticated models, systematically present in-class models using the Focus, Action and Reflection (FAR) guide and socially negotiate all model meanings.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Johnson-Laird, P. N. (1983) · Cited by 5,190
Forms of intellectual and ethical development in the college years.
Perry, & William, G. (1970) · Cited by 1,817
Models and Analogies in Science
Ardley, G. W. R., & Philosophical Studies, W. S. F. T. N. U. O. I. (1965) · Philosophical Studies · doi:10.5840/philstudies19651438 · Cited by 1,762
Some observations on mental models
Norman, D. A. (1983) · Medical Entomology and Zoology · Cited by 1,549
Capturing and modeling the process of conceptual change
Vosniadou, S. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90018-3 · Cited by 1,417
Dedre Gentner, C. (1983) · Cited by 1,329
Models and Metaphors: Studies in Language and Philosophy
Black, M. (1962) · Cornell University Press eBooks · doi:10.7591/9781501741326 · Cited by 1,251
From things to processes: A theory of conceptual change for learning science concepts
Chi, M. T. H., Slotta, J. D., & De Leeuw, N. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90017-5 · Cited by 990
Structure-mapping: A theoretical framework for analogy
GENTNER, D. (1983) · Cognitive Science · doi:10.1016/s0364-0213(83)80009-3 · Cited by 816
Cited by
Defining Computational Thinking for Mathematics and Science Classrooms
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016) · Journal of Science Education and Technology · doi:10.1007/s10956-015-9581-5 · Cited by 1,609
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., Shwartz, Y., Hug, B., & Krajcik, J. (2009) · Journal of Research in Science Teaching · doi:10.1002/tea.20311 · Cited by 1,155
Teaching Scientific Practices: Meeting the Challenge of Change
Osborne, J. (2014) · Journal of Science Teacher Education · doi:10.1007/s10972-014-9384-1 · Cited by 659
Justi, R. S., & Gilbert, J. K. (2002) · International Journal of Science Education · doi:10.1080/09500690110110142 · Cited by 465
Models and Modelling: Routes to More Authentic Science Education
Gilbert, J. K. (2004) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-004-3186-4 · Cited by 454
Metadata
- Authors
- Harrison, A. G., & Treagust, D. F.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2000-09
- Volume
- 22
- Issue
- 9
- Pages
- 1011-1026
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2045536166
- Cited by
- 558
- References
- 38
- FWCI
- 31.26
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: A typology of school science models. https://app.cochat.ai/papers/10.1080/095006900416884
- The paper
- Harrison, A. G., & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education. https://doi.org/10.1080/095006900416884
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
