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A semi-structured interview was used in Brazil to enquire into the "notion of model" held by a total sample of 39 science teachers who were: employed in "fundamental" (6-14 years) and "medium" (15-17 years) schools; student science teachers currently doing their practicum; and university science teachers. Seven "aspects" of their notions of a model were identified: the "nature" of a model, the "use" to which it can be put, the "entities" of which it consists, its relative "uniqueness", the "time" span over which it is used, its status in the making of "predictions", and the basis for the "accreditation" of its existence and use. "Categories of meaning" were identified for each of these aspects. The profiles of teachers' notions of "model" in terms of the aspects and categories were complex, providing no support for the notion of "Levels" in understanding. Teachers with degrees in chemistry or physics had different views about the notion of "model" to those with degrees in biology or with teacher training certificates. (Contains 4 tables and 2 notes.)

Reviews the role of modeling in science teaching and learning. Investigates the knowledge and skills that science teachers think are needed to produce a model successfully using input from (n=39) Brazilian serving science teachers. (Contains 64 references.) (Author/YDS)

Focuses on (n=39) Brazilian science teachers' perceptions of the role of models in science teaching and uses semi-structured interviews to inquire into the knowledge of models and modeling. Reports three groups of ideas: (1) the status and value of models; (2) the influences that inform the translation of these general ideas; and (3) responses to outcomes of modeling activities. (Contains 45 references.) (Author/YDS)

Suggests that the contribution of history and philosophy of science (HPS) to science education can be enhanced through a consideration of scientific models. Analyzes the curriculum and textbooks for 14-16 year olds in Brazil and the United Kingdom and identifies the use of hybrid models. (Contains 35 references.) (Author/YDS)

Presents eight historical consensus models for teaching chemical kinetics. Models put forth by teachers and textbooks in a Brazilian secondary classroom were analyzed and discussed and found to be hybrids of the historical models. The existence of hybrid models in science teaching is proposed as a new component in science teachers' training courses. Contains 58 references. (Author/WRM)

Investigates the mental models that people construct about magnetic phenomena. Involves students, physics teachers, engineers, and practitioners. Proposes five models following a progression from simple description to a field model. Contains 28 references. (DDR)

This paper discusses the bases of a Brazilian secondary school teacher's contradictory conceptions of the nature of science. It includes findings from a group interview based on methodology developed by J. Piaget with this teacher and four other experienced physics teachers. The interview helped clarify the teacher's views. (SLD)

A semi-structured interview was used in Brazil to enquire into the 'notion of model' held by a total sample of 39 science teachers who were: employed in 'fundamental' (6-14 years) and 'medium' (15-17 years) schools; student science teachers currently doing their practicum; and university science teachers. Seven 'aspects' of their notions of a model were identified: the nature of a model, the use to which it can be put, the entities of which it consists, its relative uniqueness, the time span over which it is used, its status in the making of predictions, and the basis for the accreditation of its existence and use. Categories of meaning were identified for each of these aspects. The profiles of teachers' notions of 'model' in terms of the aspects and categories were complex, providing no support for the notion of 'Levels' in understanding. Teachers with degrees in chemistry or physics had different views about the notion of 'model' to those with degrees in biology or with teacher training certificates. [ABSTRACT FROM AUTHOR]

A semi-structured interview was used to enquire into the knowledge of models and modelling held by a total sample of 39 Brazilian science teachers working in 'fundamental' (ages 6–14 years) and 'medium' (ages 15–17 years) schools, student teachers, and university teachers. This paper focuses on their perceptions of the role of models in science teaching. The teachers' ideas are organized in three groups: the status and value of models; the influences that inform the translation of these general ideas into classroom practice; and how they respond to the outcomes of students' modelling activities. The teachers interviewed generally showed an awareness of the value of models in the learning of science but not of their value in learning about science. They were also uncertain of the relationship that could exist in the classroom between various types of models. Modelling, as an activity by students, whilst praised in theory, would not seem to be widely practised. Where practised, the outcomes are by no means always treated with that integrity that learning about science would call for. [ABSTRACT FROM AUTHOR]

This paper discusses the bases of a secondary physics teacher's contradictory conceptions of the nature of science. The data were obtained from a series of four interviews and three months of classroom observation. One of the interviews, a group interview (having as interviewees the subject of this study and four other experienced physics' teachers), has been shown to be a very powerful way of challenging the teacher' s views, of making him reect about his ideas, and at the same time of reducing the risk of the interviewer suggesting particular ideas. An analogy to Piaget's (1929) early methodology supplied a framework with which to categorise the interviewee's replies. This categorisation has provided information about the bases that underpin the teacher's different and conflicting views on the nature of science. [ABSTRACT FROM AUTHOR]

The mental models people use to think about the nature of electric current were investigated. Interviews, based on sequences of prediction-observation-explanation, were conducted with Brazilian secondary students, technical school students, teachers, engineers and practitioners who deal with electricity as part of their daily activities. Four models are reported, showing a possible pattern of progression which may be related to individual's acquisition of conceptual knowledge about electricity. [ABSTRACT FROM AUTHOR]

The article reports on preliminary research aimed at developing a methological tool applicable to studies of learning in informal educational settings. The study was conducted at two science museums, using a modified version of the stimulated recall method. Digital photographs replaced the traditional video in the final phase, during which eight interviews were conducted, with satisfactory results. The digital photos efficaciously and efficiently stimulated visitors to narrate their experiences and to convey the meanings they took with them from their interactions with the exhibits.