A Modeling Approach to - PowerPoint Presentation

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A Modeling Approach to Physics Teaching

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Earl Legleiter

eleglieter@hotmail.comSlide2

What is Modeling?2Slide3

Audience QuestionHow familiar are you with Modeling instruction?0 – never heard of it1 – have heard of it2. – know a little about it3. –

know quite a bit about it4 – attended an introductory session

5 – attended a Modeling workshopSlide4

Science and ModelingScientists construct and use shared models to describe, explain, predict and control physical systems.By making this process explicit, we help students to

Revise their mental schemata (models) in the light of experimental evidence and collaborative discourseUnderstand the scientific process

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What Do We Mean by Model?

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Construct and use

scientific models

to describe, to explain, to predict and to control physical phenomena.

Model physical objects and processes using diagrammatic, graphical and algebraic representations.

Recognize a small set of models as the

content core

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Evaluate scientific models through comparison with empirical data.

View modeling as the

procedural core

of scientific knowledge

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The Modeling MethodSlide7

How to Teach it?7

constructivist vs transmissionist

cooperative inquiry vs lecture/demonstration

student-centered vs teacher-centered

active engagement vs passive reception

student activity vs teacher demonstration

student articulation vs teacher presentation

lab-based vs textbook-basedSlide8

The Modeling Cycle8Slide9

I - Model DevelopmentStudents in cooperative groupsdesign and perform experiments.formulate functional relationship between variables.evaluate “fit” to data.

Post-lab analysiswhiteboard presentation of student findings

multiple representations

justification of conclusionsSlide10

II - Model DeploymentIn post-lab discussion, the instructorbrings closure to the experiment.fleshes out details of the model, relating common features of various representations.

helps students to abstract the model from the context in which it was developed.Slide11

Growth of Modeling 11Slide12

Growth of Modelingtwo nationwide Leadership Modeling Workshops in physics were held in 1995 at ASU and the University of Illinois at Chicagoexpanded at ASU to physical science in 2000 and to chemistry in 2005first 2-week biology Modeling Workshop was held in 2010 at Shady Side Academy in Pittsburgh, Pennsylvania.Slide13

CUMULATIVE STATISTICS 2013Since 1995, 440 Modeling Workshops averaging 15 days duration (~90 contact hours) have been held, organized by 58 universities and colleges and 30 schools/school districts in 32 states. 5250 different high school teachers have participated, from 49 states. This includes about 10% of the nation's high school physics teachers.785

different middle school teachers have participated. 975 teachers have taken a chemistry Modeling Workshop since they began in 2005.1480

teachers have taken a physical science with math Modeling Workshop since they began in 2000. (Not all are different teachers.)

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teachers have taken a 2nd semester physics Modeling Workshop.

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Some are duplicates; i.e., they took more than one, among electricity, light, and waves.)Slide14

APS 2014 Excellence in Physics Education Award“For their impacts on physics teaching nationally through Modeling Curriculum and Workshops, and for contributions to physics education research through Modeling Theory.”Slide15

Colorado Summer 2017 WorkshopsJune 19 – 30, 2017ThinkSpace - 455 S Pierce St., Lakewood, CO 80226Physics

I (mechanics) with MathContact elegleiter@hotmail.com