View in EDS

How to Improve Modelling-Based Teaching: A Case Study of Teaching Improvement

Saved in:
Bibliographic Details
Title: How to Improve Modelling-Based Teaching: A Case Study of Teaching Improvement
Language: English
Authors: Fan Shi (ORCID 0000-0002-1056-2192), Lei Wang, Yajun Liu
Source: International Journal for Lesson and Learning Studies. 2026 15(1):19-38.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Teaching Models, Teaching Methods, Intervention, High School Teachers, Science Teachers, Chemistry, Faculty Development, Teacher Improvement, Educational Strategies
Geographic Terms: China (Beijing)
DOI: 10.1108/IJLLS-02-2025-0052
ISSN: 2046-8253
Abstract: Purpose: The utilization of high-quality modelling-based teaching (MBT) is imperative for fostering engagement among students in the domain of scientific modelling practice. The present study investigated the extent to which teachers facilitate students' meaningful engagement in scientific modelling through the modelling-based teaching performance (MBTP)-based high-end lesson system (HELS) intervention system. The objective of this study is threefold: firstly, to enhance the quality of teachers' MBT on the topic of electrochemistry; secondly, to promote their professional development related to MBT; and thirdly, to gain invaluable knowledge of MBT improvement. Design/methodology/approach: Our research subject (Ms L) was asked to teach a complete curricular unit on electroplating to ensure the modelling process was as thorough as possible. First, we determined what changes the teacher made by observing and evaluating the MBT quality in these two rounds of teaching implementation. We then explored the reasons for the teacher's MBT development through a qualitative analysis of the entire teaching design and implementation process, as well as through interviews with the teacher after each research lesson. We concluded by identifying the teaching strategies behind those improvements. Findings: The results showed that Ms L's MBT quality had improved substantially as a result of the MBTP-based HELS intervention. Several key strategies for improving MBT were also developed. Teachers were required to (1) have a full understanding of the teaching content; (2) enable students to participate in various modelling practices; (3) establish closer connections between problem solving and the modelling process; and (4) incorporate more teaching activities, such as reflection. Originality/value: A comprehensive examination of the case, coupled with meticulous comparisons of the teacher's MBT quality in the two teaching implementation rounds, has provided valuable insights into optimizing MBT analysis and enhancement using the MBTP framework. The present study builds upon existing research into improving MBT quality in three key ways: Firstly, it considers the feasibility and effectiveness of using lesson study to improve modelling teaching quality. Secondly, it explores the use of clinical consultation based on the MBTP framework to improve the relevance of MBT training. Thirdly, it applies mixed research methods to consider all factors affecting MBT quality.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496128
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1496128
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How to Improve Modelling-Based Teaching: A Case Study of Teaching Improvement
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Fan+Shi%22">Fan Shi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1056-2192">0000-0002-1056-2192</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lei+Wang%22">Lei Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Yajun+Liu%22">Yajun Liu</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Lesson+and+Learning+Studies%22"><i>International Journal for Lesson and Learning Studies</i></searchLink>. 2026 15(1):19-38.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China+%28Beijing%29%22">China (Beijing)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJLLS-02-2025-0052
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2046-8253
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The utilization of high-quality modelling-based teaching (MBT) is imperative for fostering engagement among students in the domain of scientific modelling practice. The present study investigated the extent to which teachers facilitate students' meaningful engagement in scientific modelling through the modelling-based teaching performance (MBTP)-based high-end lesson system (HELS) intervention system. The objective of this study is threefold: firstly, to enhance the quality of teachers' MBT on the topic of electrochemistry; secondly, to promote their professional development related to MBT; and thirdly, to gain invaluable knowledge of MBT improvement. Design/methodology/approach: Our research subject (Ms L) was asked to teach a complete curricular unit on electroplating to ensure the modelling process was as thorough as possible. First, we determined what changes the teacher made by observing and evaluating the MBT quality in these two rounds of teaching implementation. We then explored the reasons for the teacher's MBT development through a qualitative analysis of the entire teaching design and implementation process, as well as through interviews with the teacher after each research lesson. We concluded by identifying the teaching strategies behind those improvements. Findings: The results showed that Ms L's MBT quality had improved substantially as a result of the MBTP-based HELS intervention. Several key strategies for improving MBT were also developed. Teachers were required to (1) have a full understanding of the teaching content; (2) enable students to participate in various modelling practices; (3) establish closer connections between problem solving and the modelling process; and (4) incorporate more teaching activities, such as reflection. Originality/value: A comprehensive examination of the case, coupled with meticulous comparisons of the teacher's MBT quality in the two teaching implementation rounds, has provided valuable insights into optimizing MBT analysis and enhancement using the MBTP framework. The present study builds upon existing research into improving MBT quality in three key ways: Firstly, it considers the feasibility and effectiveness of using lesson study to improve modelling teaching quality. Secondly, it explores the use of clinical consultation based on the MBTP framework to improve the relevance of MBT training. Thirdly, it applies mixed research methods to consider all factors affecting MBT quality.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496128
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496128
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/IJLLS-02-2025-0052
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 19
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teaching Models
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Improvement
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: China (Beijing)
        Type: general
    Titles:
      – TitleFull: How to Improve Modelling-Based Teaching: A Case Study of Teaching Improvement
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Fan Shi
      – PersonEntity:
          Name:
            NameFull: Lei Wang
      – PersonEntity:
          Name:
            NameFull: Yajun Liu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2046-8253
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal for Lesson and Learning Studies
              Type: main
ResultId 1