El objetivo de este estudio es caracterizar la progresión del aprendizaje del modelo de inmunidad y vacuna en estudiantes de 3.º de la ESO. Para ello, se tomó una muestra de 207 estudiantes, a los que se les administró un cuestionario de respuesta abierta que evaluaba su desempeño en diferentes variables de progreso. Las respuestas se evaluaron mediante una rúbrica que fue analizada mediante el modelo de Rasch. Sus resultados revelaron una secuencia de niveles de dominio de aprendizajes no lineal que presentaba desfases en el avance en las diferentes variables de progreso. Además, la secuencia obtenida sirvió para identificar cinco hitos en la progresión del aprendizaje de este tópico, cuyo interés se discute con vistas al diseño de una secuencia didáctica para este tema., This study aims to characterize the learning progression of the immunity and vaccine model among lower secondary school students. A sample of 207 students was assessed using an open-ended questionnaire designed to evaluate their performance across various progression variables. Responses were scored using a rubric and analyzed through the Rasch model. The findings revealed a nonlinear sequence of learning mastery levels, with discrepancies in progression across different variables. Furthermore, the identified sequence highlighted five key milestones in the learning progression of this topic, which are discussed in relation to the design of an educational sequence for this subject.

The progress achieved in the models used by future Spanish primary school teachers on the phenomenon of tides is analysed after implementing a modelling-based didactic sequence. It was implemented
throughout ten sessions in two classes (N = 88). An open-ended questionnaire was used as a data collecting instrument. Based on prior studies and the information gathered in this instrument, a holistic
rubric was created to characterise the models used before and after implementing the didactic sequence. The comparison of the results obtained reveals important advances in the models used, which
shows the usefulness of the sequence taking into account the progression of the students’ knowledge of the phenomenon analysed. However, it also reflects the persistence of some difficulties that hinder
the achievement of the desired school model. The main difficulty lay in understanding the effect produced by the differential forces on a flexible body, such as the oceanic mass. All this helps identify
possible improvements in the design process of the didactic sequence developed, such as introducing new activities to reinforce key concepts, reordering some activities, and enhancing the role of thought
experiments.

This study is the first phase of an on-going study. It shows the first implementation of a teaching-learning sequence designed to facilitate the understanding of the notion of a living being in initial teacher training using modelling approaches. It aims to analyse the knowledge progression of the participants (N=51) through a retrospective analysis, employing an open-ended questionnaire and a rubric. To achieve this, a comparative pre-test-post-test design was used, utilising an open-ended questionnaire. The results show progression in the management of the living being model after comparing knowledge before and after implementation. The results suggest the usefulness and interest of the modelling approaches in teaching this topic, while also highlighting the need for modifications to the didactic sequence employed., The authors received financial support from Spanish Ministry of Science and Innovation (Grant/Award Reference: PID2022-136353NB-I00), Vol 20, nº 2), pp. 271-292

The research described in this paper integrates context-based learning and modelling and presents a teaching-learning sequence (TLS) designed to help students understand the dissolution of gases in liquids by studying a carbonated drink. The impact of the TLS is analysed in a longitudinal short-term study involving two groups of learners (n = 53) from year 9 (age 13-14 years). The results obtained led us to infer five different models underpinning students' explanations of how carbon dioxide is distributed in a carbonated soft drink, which we labelled and ordered in a progression of increasing complexity as follows: Gas apart; Bubbles; Bubbles and something else; Dissolved gas; and Oversaturation. Some of these inferred models reflect preconceived ideas based on students’ personal experience, while others emerged from the teaching. Three clusters of students were identified based on the frequency with which their responses were included in the models Dissolved gas or Oversaturation. Overall, the TLS shows potential as a framework for enhancing students' knowledge. This is reflected in the fact that more advanced models of dissolution became increasingly identifiable in their responses as they worked through the activities, while less sophisticated ones, based on preconceived ideas, were observed less frequently. Overall, nearly two-thirds of them demonstrated that they had acquired an understanding of the concept of dissolved gas (Dissolved gas or Oversaturation models), as evidenced by their response to at least one of the learning activities. Some of the activities used seem to be particularly helpful in this respect., This work is part of the R+D+i Project ‘Citizens with critical thinking: a challenge for teachers in science education’, reference PID2019-105765GA-I00, and the Project ‘Modeling in science education: from science classroom to teacher training’, reference PID2022-136353NB-I00, both funded by Ministerio de Ciencia e Innovación [grant number MCIN/AEI/10.13039/501100011033]., Volume 46, 2024 - Issue 17. pp 1848-1878

Contemporary society demands the development of creative critical thinking (CCT) as a fundamental objective in science education. However, there appears to be a dissonance between this recognised need and its actual implementation in educational practices. This study explores the potential of modelling practices to intentionally, explicitly, and reflectively integrate the development of CCT in educational settings. To examine this possibility while laying the foundations for future research, the theoretical frameworks of CCT and modelling are synthesised, and their possible points of convergence are analysed in order to test the proposed hypothesis. Two elements that may strengthen their synergy are identified: first, the resources for modelling, such as analogies, which activate analytical, evaluative, creative, and argumentative skills, thereby fostering critical dispositions and a deeper understanding of the nature of science. Second, argumentation, closely connected with communication and information management, is considered a relevant component, especially when addressing socioscientific issues. While further empirical research is needed, the analysis indicates that modelling practices could contribute to the development of CCT.

This study explores the socio-scientific issue of the relevance of animal experimentation using a role-playing game to develop argumentation and decision-making skills as key components of critical thinking. The activity was conducted with two cohorts, each consisting of 30 pre-service early childhood education teachers at the University of Málaga (Málaga, Spain). The study analyzes the arguments provided by the participants to justify their decisions and perceptions on the issue before and after engaging in the role-playing. The findings reveal a progression of participants from the initial rejection of animal experimentation to recognizing its imperative role in shaping scientific knowledge. Additionally, an enhancement in the understanding of rational aspects of the issue is detected, as observed through the evolution of the types of arguments employed in justifications before and after the intervention. Furthermore, emotionally charged arguments related to ethical and moral aspects of the issue are also observed.