Modeling Instruction Lessons from America

Mechanics Modeling Workshop 90 hours of professional development consisting of intensive immersion in the mechanics modeling curriculum and pedagogy discussion of research literature building connections with the modeling teaching community

-Traditional instruction does not effectively address misconceptions -For many students, traditional instruction is not successful in teaching conceptual understanding or scientific reasoning Why is a new pedagogy needed?

Typical Misconceptions in Motion Velocity is proportional to applied force Double applied force, double velocity of object?

Objects require an “impetus” or applied force to sustain motion

The net force on an object always acts in the direction of its motion eg. Draw net force on object moving in a circle in same direction as the tangential velocity “Active forces” are greater than “reactive forces” Eg If a brick is thrown at a wall, assert that the force applied on the wall by the brick is greater than the reaction force of the wall on the brick

Force Concept Inventory Developed by David Hestenes, Malcolm Wells and Ibrahim Halloun to probe student conceptual understanding of forces 30 multiple choice questions

What is modeling? Students actively engaged in 1.construction of a phenomenological model based upon their own observation and experimentation 2.deployment of the model in problem solving and testing 3.model breaking Braunschweig and Guinals-Kupperman explain modeling

Essential Tools 1. Multiple representations 2. Small whiteboards to facilitate presentation of ideas 3. Socratic questioning

Outcomes Effective scientific reasoners who have advanced problem solving skills. How is this measured? 1.Performance on conceptual assessment instruments such as Force Concept Inventory 2.Results on conventional statewide tests. 3.Retention of students in Science

Hestenes, D Findings of the modeling workshop project (1994 – 2000). Final report submitted to the National Science Foundation students 170 teachers

Hake, R Interactive-engagement versus traditional methods: a six thousand student survey of mechanics test data for introductory physics courses. Am. J. Phys. 66(1)

Is modeling only for Physics? Modeling curricula are being written for Chemistry Biology Humanities – English and History

Modeling creates multiple connections between physical and mental model. with explicit statements of the relationships between these representations Success of modeling possibly due to connection visual-spatial and language processing centres in the brain.

Outcomes in the USA Using a modeling approach find that Students are engaged Students improve their reasoning through communication of their scientific thinking and by debating with peers. Students achieve a deeper conceptual understanding and become better problem solvers Students increase their learner confidence by building their own conceptual framework. Both girls and boys respond well to approach. Modeling instruction is a demonstration of the power of teaching informed by education research.

Outcomes at JMSS At JMSS used modeling for VCE Physics Unit 2, Motion Approximately 23, 75 minute lessons spread over 10 teaching weeks Performance on motion tests improved, performance on final examination did not. Average score on FCI pre test 37%, post test 60%, average normalised gain 39%

Misconception Analysis Modeling Instruction students significantly improved their facility to 1. analyse the forces acting upon an object 2. determine net force acting on an object 3. determine the motion of the object

Points to consider  Modeling takes more time, can’t cover as much curriculum.  The Physics First experience in the USA: Students in Year 9 spend a year doing Physics using modeling Improves outcomes in Chemistry and Biology Increases retention in Science  Don’t have to teach everything using modeling for procedural benefit to be retained.

Challenges for JMSS Modeling has been found to be most successfully delivered when teacher has attended three week workshop. Whiteboard discussions best suited to groups of Matching curriculum to the Australian National curriculum.

My goals Continue to evaluate teaching of mechanics in Physics using the Force Concept Inventory Use a modeling approach in Year 10 Science this year Build a modeling community in Australia

Other Australian modelers George Przywolnik School Curriculum and Standards Authority WA STA John de Laeter medal winner 2007 Kenneth Silburn Head of Science, Casula HS, NSW National Award for Teaching: Excellence in Teacher Leadership (2009) Australian Academy of Science Teaching Award (2010) Prime Minister’s Commendation for Excellence in Science Teaching (2010).

I want to know more about modeling: American Modeling Teachers’ Association Mark Schober “What is Modeling” ed ed Mark Schober’s webpage Franck Nochese’s webpage Arizona State University Modeling website: Success stories from teaching Physics using modeling to American 9 th graders

I would be interested in exploring modeling in Australia Please contact Barbara McKinnon, Physics teacher at John Monash Science School