The utilization of high-quality modelling-based teaching (MBT) is imperative for fostering engagement among students in the domain of scientific modelling practice. The present study investigated the extent to which teachers facilitate students' meaningful engagement in scientific modelling through the modelling-based teaching performance (MBTP)-based high-end lesson system (HELS) intervention system. The objective of this study is threefold: firstly, to enhance the quality of teachers' MBT on the topic of electrochemistry; secondly, to promote their professional development related to MBT; and thirdly, to gain invaluable knowledge of MBT improvement.
Our research subject (Ms L) was asked to teach a complete curricular unit on electroplating to ensure the modelling process was as thorough as possible. First, we determined what changes the teacher made by observing and evaluating the MBT quality in these two rounds of teaching implementation. We then explored the reasons for the teacher's MBT development through a qualitative analysis of the entire teaching design and implementation process, as well as through interviews with the teacher after each research lesson. We concluded by identifying the teaching strategies behind those improvements.
The results showed that Ms L's MBT quality had improved substantially as a result of the MBTP-based HELS intervention. Several key strategies for improving MBT were also developed. Teachers were required to (1) have a full understanding of the teaching content; (2) enable students to participate in various modelling practices; (3) establish closer connections between problem solving and the modelling process; and (4) incorporate more teaching activities, such as reflection.
A comprehensive examination of the case, coupled with meticulous comparisons of the teacher's MBT quality in the two teaching implementation rounds, has provided valuable insights into optimizing MBT analysis and enhancement using the MBTP framework. The present study builds upon existing research into improving MBT quality in three key ways: Firstly, it considers the feasibility and effectiveness of using lesson study to improve modelling teaching quality. Secondly, it explores the use of clinical consultation based on the MBTP framework to improve the relevance of MBT training. Thirdly, it applies mixed research methods to consider all factors affecting MBT quality.
