Models in science education: Student reactions when using an didactic analog concrete mechanical model object (OMMCAD).

Abstract In this manuscript we present the notion of didactic analog concrete mechanical model object (OMMCAD), a type of didactic model born of the fusion of the Bungeana epistemology of models (scientific models) with the didactics of sciences (didactic models), developed for teaching-learning purposes of the astronomical theme of the a) apparent movement of the Sun, b) of the different directions of the sun's rise throughout the year and c) the approximate duration of the "clear day" for any region of the Earth. Some results of our modeling work with 11 senior students are disclosed. We also present the insight of some science educators at the international level who work with modeling at school, that is, with practical actions to elaborate, make and explore models to represent reality; creative activities that propel a school science education. The results indicate strong evidence that OMMCAD can be used as supplemental material to the school textbook, contributing to overcoming one of the challenges for science education today: the insufficiencies of the textbook.

摘要 本研究提出教学类比具象机械模型对象（didactic analog concrete mechanical model object，简称OMMCAD）的概念。该类教学模型融合了邦格科学模型认识论（Bungeana epistemology of models，即科学模型）与科学教学论（教学模型），专为天文学主题的教学活动开发，具体涵盖三大教学内容：a）太阳视运动；b）全年不同的日出方位；c）地球任意区域晴日的近似时长。本研究披露了针对11名高年级学生开展的建模教学实践的部分成果。此外，本文还呈现了国际范围内投身学校建模教学的科学教育工作者的研究见解，即通过开展精心构建、制作并探索用以表征现实的模型的实践活动，以此推动学校科学教育发展的创造性教学实践。研究结果有力证明，OMMCAD可作为学校教科书的补充教学材料，有助于解决当前科学教育面临的一大核心挑战：教科书内容的局限性。