Abstract The nature of models is a core component in the development of chemistry core literacy, enabling students deeply understand the essence and laws of chemical knowledge by constructing and applying chemical models. This study analyzes 17 empirical studies related to the nature of models in China through a systematic literature review, aiming to reveal the current state of the nature of models in chemistry. The results of the study show that: (1) In recent years, there has been a growing number of studies on the nature of models, predominantly focusing on high school students and utilizing survey methods. (2) In terms of the theoretical framework and dimension construction, although there are differences in the division of sub-dimensions of the nature of models across various studies, the core viewpoints remain largely consistent. These dimensions can be integrated into a three-dimensional analytical framework encompassing representational attributes, functional attributes, and dynamic attributes. Furthermore, some studies have expanded their frameworks by incorporating a dimension of modeling practice to explore the understanding of the modeling process. (3) Students generally have inadequate cognition of models and exhibit varying levels of understanding across multiple dimensions. Pre-service teachers show a need for improvement in their overall understanding of models, while in-service teachers, despite recognizing the variability and multiple representations of models, often overlook their predictive functions. Based on these findings, this study proposes several recommendations for future empirical studies on the nature of models in China’s chemistry education.
WEI Yan, XUE Song. Systematic Literature Review on Empirical Study of Nature of Chemical Models in China[J]. Chinese Journal of Chemical Education, 2025, 46(13): 105-110.
