Scientific models are used normally in science not only as learning tools, but also as representations of abstract concepts. The aim of this study to find out what opinions do Afghan TTCs science teachers and teacher student have about models and how they use models in their own teaching and learning.

The recognition of the roles of models and modeling in science education is a new finding; as a result, science teachers today have often not been explicitly educated and trained in the theme. In order to introduce and sustain a more authentic, model-based curriculum, and to guide students in their learning, science teachers need a wide range of types of specific knowledge and skill and a teacher has to have enough subject knowledge to be able to teach, scholars claim that a teacher has to have good pedagogical skills to transform the knowledge. Students’ experiences with scientific models help them to develop their own mental models of scientific concepts. This paper discusses the development and evaluation of an instrument to measure TTCs teachers and teacher student understanding of scientific models.

The results of a study with 50 teachers and 150 teacher students 13 and 14 grade science students identify five themes about students’ understanding of scientific models: scientific models as multiple representations; models as exact replicas; models as explanatory tools; how scientific models are used; and the changing nature of scientific models. The results highlight the need for greater emphasis on the teaching and learning of the role and purpose of the concept of scientific models in science.