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Both the Next Generation Science Standards (NGSS) and the new AP Chemistry curriculum focus on a deeper understanding of content, as well as application of concepts within science classes. A well accepted research-based method for improving student understanding and the ability to apply many of the abstract concepts presented in chemistry is through the use of conceptual modeling. The lesson detailed is intended to be used in pre-AP chemistry classes at onset of the course to introduce students to ideas and vocabulary related to conceptual models and modeling so that by the time the student reaches the AP course the process of modeling would be a routine skill. This lesson involves the use of a pretest to gauge student understanding of and misconceptions about modeling, an activity to introduce vocabulary surrounding models and allow students the opportunity to create and assess a conceptual model, and a post-test to evaluate student growth in understanding the modeling practice.

Modeling as a scientific practice in K-12 classrooms has received a wealth of attention in the U.S. and abroad due to the advent of revised national science education standards. The study described herein investigated how a group of high school chemistry teachers developed their understanding of the nature and function of models in the precollege classroom through participation in a yearlong professional development program designed using model-based inquiry (MBI) as a framework. Further, we sought to understand the factors that catalyzed or hindered the incorporation of this pedagogy into the participants' classrooms. It was found that the program positively influenced the teachers' understanding of modeling as a scientific practice and facilitated growth in navigating pedagogical and conceptual challenges towards implementing modeling practices in their classrooms.