Abstract
Models are essential to knowledge construction in physics, yet many learners understand them as exact replicas (ERs) of reality rather than as functional, theory-guided tools. This study examines whether the fidelities model of conceptual development, which distinguishes between fidelity of gestalt (FG) and functional fidelity (FF), also applies to learners’ general, domain-independent understanding of models. To this end, established “ER” items were systematically revised to separate visual and functional aspects of model understanding. A digital cross-sectional survey was conducted with N = 231 students in grade 7 to grade 10 at a German secondary school. Data was analyzed using confirmatory factor analysis, descriptive statistics, and classification based on weighted FG and FF scores. The results support the proposed two-factor structure of general model understanding, distinguishing between FG, which emphasizes visual similarity, and FF, which emphasizes functional representation. Typological analysis identified the dual type as most frequent (45.02%), followed by the undeveloped (25.10%), functional (21.65%), and architectural model (8.23%) types. Overall, the findings validate a domain-independent instrument for assessing general model understanding and suggest that model competence should be treated as a multidimensional construct in science education.
License
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: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2911
https://doi.org/10.29333/ejmste/19240
Publication date: 09 Sep 2026
Article Views: 11
Article Downloads: 6
Open Access References How to cite this article
Full Text (PDF)