Models are important elements to explain scientific ideas. Many physical objects, interactions, systems and processes can be modeled [1]. Students’ understanding of models is important for their understanding of physics concepts, since they are surrogate objects, conceptual representations of real things [2]. There are some studies about how students’ understand scientific models [3, 4, 5]. Mathematical model, visual model, concrete model etc. are some kinds of models which are used in science lessons. In addition, there are some models in individual’s cognition, which are called mental models.

In this study, a modern physics course at the department of physics, at a university, in Turkey, was examined during an academic semester.

The research questions of this study are:

1. How do the students undertstand models?

2. What are the characteristics of models in the model explanations and given examples from modern physics topics?

3. Is there a difference between male and female students in understanding of models?

4. Is there a difference between physics and physics education students in understanding of models?

[1] Etkina, E., Warren, A., & Gentile, M. (2006). The role of models in physics instruction. The Physics Teacher, 44(1), 34-39. [2] Hestenes, D. (1987). Toward a modeling theory of physics instruction. American Journal of Physics, 55(5), 440-454. [3] Frederiksen, J. R., White, B. Y., & Gutwill, J. (1999). Dynamic mental models in l earning science: The importance of constructing derivational linkages among models. Journal of Research in Science Teaching, 36, 806–836. [4] Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352- 381. [5] Treagust D. F., Chittleborough G., & Mamiala T. L. (2002). Students’ understanding of the role of scientific models in learning science. International Journal of Science Education, 24(4), 357-368.