The systematic review of national science curricula in the participating countries investigates the current status of modelling-based learning in the national curricula. It provides a comparative analysis of how Modelling-Based Learning is represented in science curricula across Germany, Cyprus, Spain (Catalonia), and the Netherlands. The report examines key dimensions, including modelling practices, types of models, modelling competence, instructional strategies, and the role of models in science education, while highlighting common patterns and national differences.
| Report Types | Language |
|---|---|
| Consolidated report for Curriculum Analysis | English, Dutch, Spanish, Greek, German |
| German Curriculum Analysis | English, German |
| Cyprus – Middle School Biology – Curriculum Analysis | English, Greek |
| Cyprus – Primary School Science – Curriculum Analysis | English, Greek |
| Dutch Curriculum Analysis | English, Dutch |
| Spanish Curriculum Analysis | English, Spanish |
The project conducts focus group interviews with in-service teachers and national stakeholders in each participating country to identifies teacher needs, experiences, and the current status of modelling- based teaching.
| Report Types | Language |
|---|---|
| Consolidated Report for Focus Groups | English, German, Greek, Dutch, Spanish |
| German Focus Groups Report | English |
| Cyprus Focus Groups Report | English |
| Dutch Focus Groups Report | English |
| Spanish Focus Groups Report | English |
The conceptual framework for modelling-based learning in science education, integrates recent theoretical frameworks, the current status of modelling-based learning, teacher needs, and a structured model of learning outcomes and competencies.
Coming soon…
Throughout the project, scientific publications on Modelling-based Learning strengthens cientific discourse and expanding research on MbL. Partners contribute extensive prior and ongoing research publications related to modelling-based learning. We will link future publications here
