Abstract
PISA study has defined several key areas to be paid attention to by teachers. One of these areas is work with models.
The term model can be understood very broadly, it can refer to a drawing of a chemical reaction, a plastic model, a permanent mount (taxidermy) to advanced 3D projections. Teachers are no longer confined to teaching materials and aids available physically at schools.
Thanks to information technology, models can be included in lessons almost without any limits. However, work with models is very specific due to the simple fact that a model always differs from what it represents.
Efficiency of education using ICT can be affected negatively in case that work with complex models requires high level of abstraction which pupils are not capable of (Harrison, Treagust, 2000). Jančaříková (2015) points out that - due to the demands on upper secondary pupils - children must be taught how to relate models to real objects from very early stages.
Linking an object to its model - isomorphism is the basis for successful work with models. Work with models thus must be developed systematically and consistently and included into teaching of younger learners.
The scope of work with models in natural sciences is gradually increasing. There are some phenomena that are ungraspable without a model, e.g.
DNA double helix. However, the fact that we are able to project these models to pupils using information technology does not mean that pupils will be able to understand them.
In this paper we want to point out that not enough attention is paid to work with models (not only in the Czech Republic) - methodology of work with models does not exist and is not taught to pre-service teachers. The paper classifies types of models we come across in lessons, describes basic differences between objects and reality they represent and proposes possible ways of systematic inclusion of models into teaching.