A study on middle school science teachers' attitudes towards the use of models and modeling in science education

This study aims to examine the attitudes of science teachers towards the use of models in science classes in terms of gender, educational background, professional experience, and grade level taught. The research was conducted with 89 science teachers working in public middle schools affiliated with the Ministry of National Education in the central district of a province in the Eastern Anatolia Region during the 2023–2024 academic year. The study employed a descriptive survey model, one of the quantitative research methods. As a data collection tool, the "Attitude Scale Towards the Use of Models and Modeling," developed by Harman and Alat (2015) and consisting of five sub-dimensions, was used. The reliability coefficient of the scale indicates that it is a reliable measurement tool (α = 0.802). According to the results, no significant differences were found in teachers' attitudes toward models and modeling based on gender, educational background, or the grade level they teach. However, a significant difference was observed in the "Effective Teaching and Achievement" sub-dimension concerning professional experience, indicating that more experienced teachers had more positive attitudes in this area. Nevertheless, no significant effects of professional experience were found on the other sub-dimensions. Based on the findings, it is recommended that professional development programs be provided, especially for less experienced teachers, to improve their attitudes toward models and modeling. Furthermore, considering that the perception of model use was found to be lower than other sub-dimensions, it is suggested that practical training specifically focusing on this area be organized.