Abstract This study examined the perception of chemical model and model-based teaching held by 256 middle school chemistry teachers through Likert-type scale questionnaires. The relationships between teachers' perception of chemical model and their beliefs about model-based teaching were investigated by the structural equation model. Results indicated that: (1) Chemistry teachers demonstrated a fairly good understanding of the descriptive and explanatory functions and the tentative nature of chemical models; (2) Chemistry teachers tended to use models to describe, explain, or predict chemical phenomena in their students-centered class, but lacked reflection on the tentative nature of models; (3) Chemistry teachers' beliefs about model-based teaching could be predicted by their perception of chemical model. Implications for chemistry teacher education and research are also discussed.
DENG Feng, CHU Du-Jun, DONG Juan, LI Pei-Tong. The Relationships Between Chemistry Teachers' Understanding of Chemical Models and Model-Based Teaching[J]. Chinese Journal of Chemical Education, 2021, 42(5): 66-71.
