Assessment of meta-modeling knowledge: Learning from triadic concepts of models in the philosophy of science

Meta-modeling knowledge is an established construct in science education, typically conceptualized in frameworks encompassing hierarchically ordered levels of understanding specific for different aspects (e.g., purpose of models, testing models, changing models). This study critically discusses the appropriateness of assessments based on such frameworks taking into account triadic concepts of models in the philosophy of science. Empirically, secondary school students’ (N=359) responses to modeling tasks are analyzed. In the tasks, the modeling-purpose is not subject of the assessment, but intentionally provided. The findings show that students’ expressed level of understanding significantly depend on both the modeling-purpose and the modeling-context introduced in the tasks. Implications for science education are discussed.Peer Reviewe