There has been increased attention recently on models and modelling within the global science education field. Research has begun to skew towards a competence-based perspective of models and modelling, as teachers are experiencing challenges and do not have the required competence in modelling from either theoretical or practical perspectives. This study was designed to comparatively investigate pre-service science teachers’ (PSTs) and in-service science teachers’ (ISTs) modelling competence A rating scale questionnaire was developed to assess meta-modelling knowledge. Additionally, a Black Box modelling task was designed to evaluate modelling practices and products by using two techniques: think-aloud and drawings. The resulting data was then coded and scored with validated rubrics. Quantitative analysis revealed that ISTs outperformed the PSTs in meta-modelling knowledge but they had an almost equal level in modelling practices and products, which were not at a satisfactory level. Furthermore, modelling practices and products were positively related, but no significant relationships were found between meta-modelling knowledge, modelling practices and products. Results of qualitative analyses further indicated higher-level practices were reflected in the analysis of correct model products, which was accompanied by sophisticated scientific knowledge and other advanced scientific skills. Implications of this study for science education research and teacher professional development are discussed.

最近，全球科学教育领域对模型和建模的关注越来越多。研究已经开始倾向于基于能力的模型和建模视角，因为教师正在经历挑战，并且不具备从理论或实践角度进行建模所需的能力。本研究旨在比较调查职前科学教师（PST）和在职科学教师（IST）的建模能力，并开发了评级量表问卷来评估元建模知识。此外，黑盒建模任务旨在通过使用两种技术来评估建模实践和产品：大声思考和绘图。然后对所得数据进行编码并使用经过验证的评分标准进行评分。定量分析表明，IST在元建模知识方面优于PST，但在建模实践和产品方面几乎处于同等水平，但都没有达到令人满意的水平。此外，建模实践和产品呈正相关，但元建模知识、建模实践和产品之间没有发现显着关系。定性分析的结果进一步表明，对正确模型产品的分析反映了更高水平的实践，并伴随着复杂的科学知识和其他先进的科学技能。讨论了本研究对科学教育研究和教师专业发展的影响。