In the first article “Models and
Modeling” the authors discuss how modeling by students reflect student
thinking, reasoning, and the production of new ideas. These authors highlight that
modeling also connects to several other practices that scientist engage in,
asking questions, designing studies, collecting and analyzing data, arguing
abot evidence and communicating findings.
What I found to be relevant my
current teaching is the first quality of “models for modeling.” The focus of
models should be on events, not things. I
completely agree with this and have my students complete similar tasks. For
example, during our biodiversity unit after we went over the different types of
biomes and adaptations organisms acquire to survive I had my students create
their own organism, each with distinct adaptations for the respective biome.
This allowed students to create a model and an event.
Secondly, I really enjoyed reading
about how models need to include a pictorial section. When you have students
draw or use some other form of communication rather than just written word, it
allows them to grasp the concept even closer.
In the second article, the authors discussed how teaching
science must foster puzzlement in the students, create a want to understand the
why to every concept and lesson, and relevancy
(why, how and where is this all happening in my life right now). I have focused
so much of my lesson planning on these three distinct ideas. I always try to
hook or grab my students with some sort of surprising video or experiment
creating an attention grabbing moment. Then I express to my students the why behind our concept, which is usually
tied to the relevancy. I believe relevancy is the key to all disciplines but as
science teachers we almost have it easy, we have the opportunity to change the
way students think, feel and question their entire world.
In both of the articles the authors
distinctly described the importance of anchoring events. Students need to be
required to pull together a number of science ideas in order to explain what
ever they are explaining. Students need to focus on the how and why rather than
asking the students to recreate textbook representations.
I also enjoyed how they emphasized having students explain why something way happening. I think it is incredibly important for students to be able really explain why something is happening. Do you think it is valid to have students model science processes or ideas that might not necessarily be as specific as the articles suggested it be? For example, I had students "build" their own quantum atomic models using pipe cleaners and pony beads. Then they had to come up to me and explain how the quantum atomic model works. Do you think this isn't a great example of modeling because technically it is modeling a "thing" and not a "process"?
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