Abstract: As part of their professional competencies, science teachers need an elaborate meta-modelling knowledge as well as modelling skills in order to guide and monitor modelling practices of their students. However, qualitative studies about (pre-service) science teachers’ modelling practices are rare. This study provides a category system which is suitable to analyse and to describe pre-service science teachers’ modelling activities and to infer modelling strategies. The category system was developed based on theoretical considerations and was i...
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Topics: 
Mathematics education