Investigating relationships between prospective biology teachers' knowledge of models and their knowledge of the modeling process

In order to initiate, promote, and support the development of modeling competence among students, teachers themselves need well-developed modeling competence. This includes knowledge about models (MKM) and knowledge about the modeling process (MKP). In this study, MKM refers to five aspects (nature of models, alternative models, purpose of models, testing models, and changing models). MKP involves understanding the individual steps and components that characterize the modeling process (develop an evidence-based model, test model with data, revise the model, and predict with model). To measure this knowledge and investigate the relationship between MKM and MKP, students from the Bachelor and Master biology teacher program (n = 149) were asked to complete a questionnaire. The questionnaire contained five open-ended questions to measure MKM and a diagram task to measure MKP. The answers were analysed qualitatively and quantitatively and correlation analyses were carried out. The results show that the participants demonstrated insufficient knowledge about models and the modeling process. In addition, there was a significant positive correlation between MKM and MKP. Furthermore, the elements purpose of models and predict with the model, as well as testing models and test models with data, were identified as helpful for promoting MKM and MKP.