ASU Modeling Curriculum

Problem: How can we design a learning cycle that marries conceptual modeling with a project-based teaching framework?
Abstract: Two interlinked, discursive learning cycles, the modeling cycle and the design cycle, are proposed as a template for inquiry-based curriculum design. An example is provided of a year-long curriculum centered on modeling electricity and magnetism.
Recommended by 15 educator(s)
Problem: How do you engage students in developing deep, durable conceptual understanding through the modeling of [a big idea in science?]
Abstract: Students make an observation that cannot be explained by a previously very successful particle model of light. This leads to interesting discussions about the nature of science in general, and about an alternative (wave) model of light.
Recommended by 21 educator(s)
Problem: How do you engage students in developing deep,durable conceptual understanding through the modeling of the modeling process itself? Many 9th graders that find themselves in a Physics first high school science sequence have a lot of misconceptions about the very process of modeling in science. How can we even begin a modeling sequence when students think that science is just a set of answers, and their job is to memorize and regurgitate?
Abstract: Through forming and testing conjectures about a "black box" device, and reflecting on this process, students can get an idea for what kinds of activities you will have them do in your class for the rest of the year.
Recommended by 21 educator(s)
Problem: A conventional treatment of "coefficient of friction" that emphasizes looking up values in a table is unmotivated and even dishonest. The reliably proportional relationship between friction and normal force provides an opportunity for students to develop a model for this relationship through student-designed experiment.
Abstract: Use inquiry to develop a graphical and algebraic model of friction that emphasizes the specific experimental conditions. Furthermore, situations to which the model may NOT apply can be examined to provide a more robust understanding of the model.
Recommended by 15 educator(s)
Problem: Chemical reactions are usually introduced by a few exciting demos or labs followed by representation of the reactions by balanced reaction equations. How can we help students "see" beyond the symbols of elements in reaction equations and gain a particle view of the reaction process at atomic level?
Abstract: A single replacement reaction is used to show how to link observable changes to particle behavior duirng chemical reactions. Students piece together a particle "story" based on observable changes and their knowledge on atoms, electrons and ions.
Recommended by 16 educator(s)
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