Why Models Matter in Science Education

Models and modelling are at the core of scientific work and represent key competencies in science education. The Next Generation Science Standards (NGSS, 2013) define modelling as a practice in which models are constructed, evaluated, revised, and used to explain and predict phenomena. European educational standards, such as the German secondary biology curriculum, also emphasize the importance of modelling and the use of models in teaching.

What Is Modelling-Based Learning?

Modelling-based learning (MbL) enables students to develop scientific ideas, use multiple representations, and construct their own explanations. It fosters both subject knowledge and competencies such as scientific reasoning and understanding the nature of science. Despite these benefits, MbL is rarely used in practice because teachers need targeted materials, lesson plans, and professional development.

About the EMPOWER Project

The EMPOWER project aims to promote MbL throughout Europe by providing information about MbL, self-learning modules for teachers, and teaching materials for different types of schools, grades, and subjects.

The project will run for three years, starting in September 2025 and ending in August 2028.

Our Key Activities

Based on an analysis of the current requirements for MbL in school curricula across different countries, as well as the relevant academic literature, we first aim to develop a range of self- learning modules for teachers. These modules focus on individual aspects of MbL and are designed to support teachers in independently pursuing professional development and further training. The modules will be available in several languages.

In addition, we will survey various stakeholder groups in order to evaluate existing needs related to MbL. Building on these findings, we will then work collaboratively with teachers to develop a variety of teaching materials for different school types, grade levels, and subjects. Furthermore, workshops will be offered in which the modules and materials are presented, tested, and further developed, while also providing opportunities for teachers to network with one another.

The key activities include:

• Developing a theoretically grounded framework for MbL that incorporates recent advances such as digital modelling and artificial intelligence.

• Providing modular, self-paced online learning courses for teachers to build competencies in implementing MbL and using digital tools.

• Co-creating age- and topic-specific MbL learning units with teachers for different grade levels, subjects, and school types, integrating digital tools.

• Organising webinars, hybrid training formats, and a transnational network to foster exchange and build trust in virtual learning environments.

Committed to Inclusion and Diversity

A strong focus is placed on inclusion and diversity: the materials are multilingual (in English, German, Spanish, Dutch and Greek), adaptable, and considerate of different learning needs, backgrounds, and abilities. Through participatory development, inclusive and culturally responsive teaching practices are embedded. The goal is to empower teachers to implement MbL effectively, thereby enhancing students’ scientific competencies across Europe.

 

Research results from our project can be found here.