The development of scientific reasoning competencies is a key goal of science education. To better understand the complex construct of scientific reasoning, which includes modeling as one style of reasoning, thorough investigations of the underlying processes are needed. Therefore, in this study, a typology of preservice science teachers’ modeling strategies was developed. Thirty-two preservice science teachers were videotaped while engaging in the modeling task of investigating a black box. Following a qualitative content analysis, sequences of modeling activities were identified. By transforming these sequences of modeling activities into state transition graphs, six types of modeling strategies were derived, differing in the homogeneity and complexity of their modeling processes. The preservice science teachers engaged in activities of (1) exploration only; (2a) exploration and development with a focus on development; (2b) exploration and development with a focus on exploration; (2c) exploration and development, balanced; (3a) exploration, development, and drawing predictions from a model once; or (3b) exploration, development, and repeatedly drawing predictions from a model. Finally, this typology is discussed regarding the process of its development and its potential to inform and guide further research as well as the development of interventions aiming to foster competencies in scientific modeling.

科学推理能力的发展是科学教育的一个重要目标。为了更好地理解科学推理的复杂结构，包括建模作为一种推理方式，需要对底层过程进行彻底的调查。因此，在本研究中，开发了一种职前科学教师的建模策略类型学。32 名职前科学教师在从事调查黑匣子的建模任务时被录像。在定性内容分析之后，确定了建模活动的顺序。通过将这些建模活动序列转换为状态转换图，导出了六种建模策略，它们在建模过程的同质性和复杂性上有所不同。从事（一）探索活动的职前科学教师；（二）以开发为重点的勘探开发；(2b) 以勘探为重点的勘探开发；(2c) 勘探开发，平衡；(3a) 一次探索、开发和从模型中提取预测；(3b) 探索、开发和反复从模型中得出预测。最后，讨论了这种类型学的发展过程及其为进一步研究提供信息和指导的潜力，以及旨在培养科学建模能力的干预措施的发展。并从模型中提取一次预测；(3b) 探索、开发和反复从模型中得出预测。最后，讨论了这种类型学的发展过程及其为进一步研究提供信息和指导的潜力，以及旨在培养科学建模能力的干预措施的发展。并从模型中提取一次预测；(3b) 探索、开发和反复从模型中得出预测。最后，讨论了这种类型学的发展过程及其为进一步研究提供信息和指导的潜力，以及旨在培养科学建模能力的干预措施的发展。