Commentary: A Framework for Supporting Learning and Teaching About Mathematical and Scientific Models

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Title:

Commentary: A Framework for Supporting Learning and Teaching About Mathematical and Scientific Models PDF

Url:

https://citejournal.org/volume-3/issue-3-03/science/commentary-a-frame...

Creator:

Petrosino, Anthony J.

Publisher:

University of Texas at Austin

Description: It was with great interest that I recently read Using Technology to Support Prospective Science Teachers in Learning and Teaching About Scientific Models (Cullin & Crawford, 2003). This article presented a convincing argument that the role of models and modeling in science education represented an important and often neglected aspect of investigative science in the classroom. Specifically, the paper presented efforts to engage preservice secondary science teachers participating in a methods course and teaching practicum in modeling experiences ultimately brought to the fore by building and testing dynamic computer models. While the results were mixed, there was a demonstrated shift in the preservice teachers' views of model use from a teacher-centered use for explaining concepts to a student-centered approach using models to learn about natural phenomena.

This article presents a framework for thinking about the use of models and model-based curriculum in K-12 settings. In doing so, it draws from the work of two colleagues, Leona Schauble and Richard Lehrer, as well as research we conducted together while I was a postdoctoral fellow at The University of Wisconsin and my subsequent work at The University of Texas. The article also proposes that it may be time to look at modeling as a tool that requires both scientific and mathematical reasoning to fully leverage the power of sophisticated thinking by both students and teachers.

There has been a shift in recent years in thinking about mathematics and science instruction. This shift is best exemplified by a transition from pedagogical approaches based on learning facts and procedures to those oriented around constructing, evaluating, and revising models. To be clear, models may be thought of as any number of conceptual entities for the purpose of our discussion. These entities include physical microcosms, representational systems, syntactic models, and hypothetical-deductive
models.

Target Audience: High School Faculty/Administrators, 2-4 Year College Faculty/Administrators

LC Classification:

Bibliography. Library science. Information resources (General) -- Subject bibliography -- Education -- Special topics, A-Z -- Engineering education
Science -- Mathematics -- Study and teaching. Research -- Addresses, essays, lectures
Science -- Science (General) -- Study and teaching -- Addresses, essays, lectures

GEM Subject:

Science -- Engineering
Vocational Education -- Trade and industrial

Resource Type:

Reference Material
Instructional Material

Format:

Document -- PDF

Audience:

Educator

Education Level:

Higher Education
Higher Education -- Undergraduate (Lower Division)
Higher Education -- Technical Education (Upper Division)
Higher Education -- Technical Education (Lower Division)
Vocational/Professional Development Education

Language:

English

Access Rights:

Free access

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Source Type:

ATE Center

Source:

National Center for Manufacturing Education

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