Exploring the impact of modeling in science education: A systematic review
Roza Valeeva 1 * , Gulnara Biktagirova 1 , Vadim Lesev 2 , Olga Mikhailenko 2 , Galina Skudareva 3 , Arturas Valentovinis 3
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1 Kazan Federal University, Kazan, RUSSIA2 Kabardino-Balkarian State University, Nalchik, RUSSIA3 State Humanitarian and Technological University, Moscow, RUSSIA* Corresponding Author

Abstract

This systematic review aimed to summarize the research results and draw conclusions related to the articles about modeling in science education between 2011-2023. A qualitative thematic review was used in this study. Initial studies pulled from the Web of Science database and examination of 31 selected articles found that using models as part of instruction has been shown to improve student understanding, particularly with regards to abstract concepts and processes. Most of these studies showed that learning models used in science education had positive impact on both cognitive, affective, social, and cultural factors. According to a detailed analysis of each of the 31 articles, the contents of the studies were coded by author name and year, sample, research design, and main results. The research reviewed has many implications for modeling in science education.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 6, Article No: em2284

https://doi.org/10.29333/ejmste/13268

Publication date: 01 Jun 2023

Online publication date: 13 May 2023

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