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SCIENCE DEPARTMENT CURRICULUM NIGHT

SCIENCE DEPARTMENT CURRICULUM NIGHT. Modeling Instruction: What Is It? Background. Emphasis on construction and application of conceptual models of physical phenomena as a central aspect of learning and doing science Supported by National Science Foundation (NSF) from 1990 to 2005

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SCIENCE DEPARTMENT CURRICULUM NIGHT

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  1. SCIENCE DEPARTMENT CURRICULUM NIGHT

  2. Modeling Instruction: What Is It?Background • Emphasis on construction and application of conceptual models of physical phenomena as a central aspect of learning and doing science • Supported by National Science Foundation (NSF) from 1990 to 2005 • National Science Education Standards, National Council of Teachers of Mathematics Standards, and AAAS Benchmarks for Science Literacy recommend “models and modeling” as a unifying theme for science and mathematics education

  3. Product: Students Who Can Think…Testimonials • A biology modeler in Madison, Wisconsin notes, “ It is delightfully clear how much more articulate and confident they are.” • A Phoenix modeler quotes, “Under traditional instruction, when asked a question about some science application in a movie, I might get a few students who would cite 1-2 errors, but usually with uncertainty. Since I started Modeling, the students now bring up their own topics…not just from movies, but from their everyday experiences.” • A former student quotes, “She wanted us to truly LEARN and UNDERSTAND the material. I was engaged. We did many hands-on experiments of which I can still vividly remember, three years later.”

  4. Excellence • Numerous modelers have received awards from the National Science Teachers Association (NSTA). • Many modelers are Presidential Awardees for Excellence in Math and Science Teaching. • Modeling classrooms are thriving centers of interactive engagement.

  5. Essence of Modeling: Model Development • Demonstration, followed by class discussion • In small groups, students collaborate in planning and conducting experiments to answer or clarify the question. • Students present and justify their conclusions, both in oral form and written form, including a formulation of a model. • Technical terms and representational tools are introduced by the teacher, as needed, to sharpen the models, facilitate the activities, and improve the quality of discourse. • The teacher has a specific agenda for student progress, and guides student inquiry.

  6. Model Development • Pre-Lab Discussion: Students observe some physical phenomenon and describe their observations. Teacher guides them to a laboratory investigation. • Lab Investigation: Students collect data, and analyze the data to develop a conceptual model. Students prepare presentations. • Post-Lab Discussion: Students present results of their lab investigations to the rest of the class, and interpret what their model means. • Teacher leads a discussion of all the models and summarizes.

  7. Model Deployment • Worksheets: Students work in small groups to complete worksheets that ask them to apply the model they have developed to various new situations. They prepare whiteboard presentations of their solutions. The teacher’s job is continual questioning of students to encourage them to articulate what they know, and how they know it. • Quizzes: These are individual effort, so that the teacher can identify any struggling students. • Lab Practicum: Use the model to solve a real-world problem. • Unit Test

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