Session 6: Models Used to Teach

Group Analysis: The Models We Use to Teach

Throughout this module you have experienced and debated a variety of models with the goal of expanding our understanding of how common and how important models are to science and engineering as well as our teaching of science. Each of you was asked to make a list of the many “most important” and/or “favorite” models you use in teaching science.

As you share your list of models with others, use these guiding questions:

As you constructed your list of models, what observations did you make about the number and types of models you use in your science teaching?
Exchange your list with another teacher. What initial observations and/or conclusions can you make from viewing your colleague’s list?
From your list share one model, perhaps the one you are currently highlighting in your class. What is the science content or benchmark this model illustrates?
What are your reasons for liking this model? What do you think makes it effective in teaching/learning the concept?
How accurate is this model? What does it show well, what does it not show so well, and what does it not show at all?
What possible student misconceptions could arise by using this model?
Do you think misconceptions are inevitable with any model? Why or why not?
Share another model with the group and discuss, if time permits.

Classroom Practice Assignment – Student Model Analysis

Having viewed classroom videos and discussed the value and limitations of various models, it’s time to have your students do the same. Before the next session, take any model that you are currently using to teach a phenomenon or concept and ask students to discuss the purpose and limitations of that particular model. Possible questions for small group or full-class discussion include:

What does this model represent?
How well do you think it portrays the phenomenon or concept, i.e., what are this model’s strengths?
What are the limitations of this model? What is missing? What was purposely left out in this model in order to simplify the phenomena or concept?
What is wrong with this model? How does it “inaccurately” portray the phenomenon or concept? What misunderstandings (or misconceptions) could this model leave with learners?
If models are never completely accurate, why do you think scientists, engineers and science teachers use them?

For the next session, come prepared to present the model students discussed and to talk about key insights for you from that discussion. Bring examples of student responses to each question that most interested you.

Take Two minutes for a quick evaluation of today’s session: Module 2 Session 6 Survey

Facilitator Note

Before the next session, remind teachers to come prepared to talk about their student discussion around a particular model.