Using models while teaching science - Essay Example

Topic: Using Models While Teaching Science Instructions: This is a two part, order. First conduct research and compile a paragraph synopsis and a list of 6-8 resources in APA format for a bibliography of literature that discusses the use, purpose, the types, etc. of models in the classroom. (elementary students) Second, in an APA formatted paper, outline the important aspects of creating models for learning and their purposes and cautions that they bring. Discuss the differences in how students learn and gain knowledge and how models can help reach these different types of students.

Deadline 22.2.09 pages: 3 sources: 6 style: APA Order#: 274149 Second Part of the Assignment Important aspects of creating models for learning and their purpose Models are systematic simplified representations of physical systems which are used to describe, represent and explain the fundamental mechanisms in nature (Glynn & Duit, 1995). Although such models can be expressed in a number of ways, they are essentially conceptual in nature (Hestenes, 1997; Driver & Oldham, 1986). Science proceeds through the construction and refinement of models, and learning in science entails developing understanding about natural phenomena by constructing models (Constantinou, 1999), as well as learning the process of developing and refining those models (NRC, 1990; White & Frederiksen, 1998).

Model construction provides a hands-on experience that may substantially improve performance in science processes. Model construction is an appropriate method for teaching advanced concepts (Collins, Heidi L. et. al, 1999). There is growing recognition that models play a fundamental role in the comprehension of science concepts. The general definition of model is a simplified representation of a system, which concentrates attention on specific aspects of the system. Consequently, model building process can be expressed as an organizer for understanding scientific knowledge and process.

Some familiar examples of scientific models include the particle model of matter, a light ray model, the water cycle, and a food web model that shows interactions between organisms. Models can be physical--such as the atom model--or conceptual, such as the water cycle model. When considering the volcano and the butterfly models, we see that they cannot easily be used as scientific models, since they do not accurately predict or explain the phenomenon of volcanic activity or the cyclical nature of the butterfly life cycle.

They represent an idea but they do not allow us to test an idea or extend it. The solar system model describes the order and type of planets in our solar system, so it is helpful for understanding these components, though the model is limited in the sense that it does not always accurately represent other aspects such as the motion around the Sun and the distances between planets. Even better than knowing about powerful models is knowing and doing scientific modeling. What we mean by modeling is the experience of constructing, using, evaluating, and revising scientific models and knowing what guides and motivates their use.

When students are engaged in scientific modeling, they are able to notice patterns and develop and revise representations that become useful models to predict and explain--making their own scientific knowledge stronger, helping them think critically, and helping them know more about the nature of science. MODEL-BUILDING IN SCIENCE The scientific method is a procedure for the construction and verification of models. After a problem is formulated, the process consists of four stages. 1. Simplification/Idealization.

As mentioned previously, a model contains the essential structure of objects or events. The first stage identifies the relevant features of the real world. 2. Representation/Measurement. The symbols in a formal language are given meaning as objects, events, or relationships in the real world. This is the process used in translating "word problems" to algebraic expressions in high school algebra. This process is called representation of the world. In statistics, the symbols of algebra (numbers) are given meaning in a process called measurement. 3. Manipulation/Transformation.

Sentences in the language are transformed into other statements in the language. In this manner implications of the model are derived. 4. Verification. Selected implications derived in the previous stage are compared with experiments or observations in the real world. Because of the idealization and simplification of the model-building process, no model can ever be in perfect agreement with the real world. In all cases, the important question is not whether the model is true, but whether the model was adequate for the purpose at hand.

Model-building in science is a continuing process. New and more powerful models replace less powerful models, with "truth" being a closer approximation to the real world. These four stages and their relationship to one another are illustrated below. In conclusion, the scientific method of model-building is a very powerful tool in knowing and dealing with the world. The main advantage of the process is that model may be manipulated where it is often difficult or impossible to manipulate the real world.

Because manipulation is the key to the process, symbolic models have advantages over physical models. Individual differences of students The goal of science education should be teaching scientific investigation and inquiry skills. It means providing students with experience in hypothesis formulation and investigation design. Moreover, it introduces the way of decision-making as it is used in science, technology and social issues. Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts.

Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. Therefore the creation of models should be based on ability of the students. When information in environment is relevant to human's needs, it is more likely to be remembered (Langer, 1997). Imagine that you are teaching living organisms in science class.

Each organism has a set of preferred environmental conditions in terms of their body skills. Memorization can be a way of getting this information into student's mind. However, making the information relevant is necessity to enable them to mindful. Therefore, allowing students to design the model of environmental conditions for different animals can enable them to construct their own knowledge. They need to discover appropriate environmental conditions for the animals. Otherwise, animals might die.

In this way, students would have an opportunity to learn that a model can be used as a tool of inquiry and there is no need to memorize. In short, if we let students do their own job in giving instructions, they will develop their partial models, question them and try to construct target model by working on their initial model. As a result, it may be better if educators try to construct their instructions in terms of explanatory models instead of inductive reasoning or quantitative principles.

Scientific models are used routinely in science not only as learning tools, but also as representations of abstract concepts and as consensus models of scientific theories. Students' experiences with scientific models help them to develop their own mental models of scientific concepts. (Treagust, David F. et. al, 2004). There is high need for greater emphasis on the teaching of the role and purpose of the concept of scientific models in science. Teachers should encourage the use of multiple models in science lessons, progressively introduce sophisticated models, systematically present in-class models using the Focus, Action and Reflection (FAR) guide and socially negotiate all model meanings.

References: Allan G. Harrison; David F. Treagust. (2000). A typology of school science models. International Journal of Science Education, Volume 22, Issue 9 January 2000 , pages 1011 - 1026. Retrieved February 22, 2009, from http://www.informaworld.com/smpp/contentcontent=a713864402db=allorder=page Constantinou, C. P. (1999). The Cocoa microworld as an environment for modeling physical phenomena. International Journal of Continuing Education and Life-Long Learning, 8 (2), 65 -83.

Developing students' understanding and thinking process by model construction. (2007). Retrieved February 22, 2009, from http://www.efdergi.hacettepe.edu.tr/journalinfo/32/pdf/OGUZ_Ay%C5%9Fe.pdf Hestenes, D. (1997). Modeling methodology for physics teachers. In E.F. Redish and J.S. Rigden (Eds.), The changing role of physics departments in modern universities: Proceedings of International Conference on Undergraduate Physics Education (p. 935-957). NY: The American Institute of Physics. Kenyon, Lisa ; Schwarz, Christina ; Hug, Barbara.

(01-OCT-08). The benefits of scientific modeling: constructing, using, evaluating, and revising scientific models helps students advance their scientific ideas, learn to think critically, and understand the nature of science. Retrieved February 22, 2009, from http://www.accessmylibrary.com/coms2/summary_0286-35609490_ITM National Research Council [NRC]. (1996). National Science Education Standards. Washington DC: National Academy Press. PsychBlog. (n.d.). Retrieved February 21,2009, from http://www.spring.org.

uk/2008/07/6-types-of-play-how-we-learn-to-work.php Stockburger, David V. (1996) Retreived February 22, 2009, from World Wide Web: http://www.psychstat.missouristate.edu/introbook/sbk04m.htm The National Academies Press. (2009). How Students Learn: History, Mathematics, and Science in the Classroom. (2005). Retrieved February 21, 2009, from http://books.nap.edu/openbook.phprecord_id=10126&page=398 Treagust,DavidF.; Chittleborough,Gail; Mamiala,ThapeloL. (04/2002). Students' understanding of the role of scientific models in learning science.

International Journal of Science Education, vol. 24, Issue 4, p.357-368. Retreived February 22, 2009, from http://www.informaworld.com/smpp/contentdb=allcontent=10.1080/09500690110066485 White, B. Y. and Frederiksen, J. R. (1998). Inquiry, modeling and metacognition: Making science accessible to all students. Cognition and Instruction, 16 (11), 3-118.