Model-based teaching of physics in higher education: a review of educational strategies and cognitive improvements
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 28 April 2020
Issue publication date: 20 January 2021
Abstract
Purpose
Until relatively recently, science teaching was based on conveying theoretical concepts. Nevertheless, in the last few years we have gradually understood the importance of building mental models that represent scientific reality. Model-based science teaching has been used at a school level with satisfactory results. However, only a few studies have been published so far on science modelling in higher education.
Design/methodology/approach
The present thematic review analyses the concept of model in science and the works published in recent years on models in physics education.
Findings
Throughout these years, special importance has been given to the acquisition of student learning models. These models can either be introduced in the teaching process or acquired by students in their learning process using specific teaching tools. As a conclusion of this review, the authors say that although such strategies are increasingly used in the teaching of science at a school level, few works delve into the importance of acquiring models in higher education. More specifically, there are few research works published in the context of teaching physics in university courses.
Originality/value
This study review and analyses works published on this issue and aims to provide knowledge as a starting point for future research.
Keywords
Acknowledgements
The authors thank the EDU2016–76743-P project funded by the Ministry of Economy and Competitiveness, and the BEAGLE Research Group, belonging to the Research Institute of Environmental Sciences (IUCA), both from the Universidad de Zaragoza.
Citation
Cascarosa, E., Sánchez-Azqueta, C., Gimeno, C. and Aldea, C. (2021), "Model-based teaching of physics in higher education: a review of educational strategies and cognitive improvements", Journal of Applied Research in Higher Education, Vol. 13 No. 1, pp. 33-47. https://doi.org/10.1108/JARHE-11-2019-0287
Publisher
:Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited