1. The Future of Modelling in Physics & Physics Education Helmut Kühnelt University of Vienna Dean Zollman Kansas State University

2. Reflections

3. Anatomy Lesson of Dr. Tulip Rembrandt van Rijn

4. Modeling in Physics As always been important As always been important –Google  Aristotle, model, physics: ~812,000 hits  Middle ages, model, physics ~11,500,000 Will become increasingly important Will become increasingly important –Understanding nature –Complex systems http://physics.ucr.edu/~wudka/Physics7/Notes_www/node35.html

5. Research in Physics Education Science is the name Modeling is the game but … Education / Learning / Understanding is the aim

6. Sjoberg & Schreiner (2006) Relevance of Science Education

7. Sjoberg & Schreiner (2006) Relevance of Science Education

8. Why Physics Education for all? Aims of Scientific Literacy Orientation in the natural and man-made world Orientation in the natural and man-made world Science as Culture – Cultural Heritage Science as Culture – Cultural Heritage Everyday Life Everyday Life Social Relevance Social Relevance Nature of Science Nature of Science Choice of Career Choice of Career

9. How Physics Education for all? Constructivist guidelines – knowledge resides in your brain – Realistic Mathematics Education Previous knowledge of students Previous knowledge of students Realistic, authentic problems with appropriate complexity – hands/brain on Realistic, authentic problems with appropriate complexity – hands/brain on Application in a variety of contexts Application in a variety of contexts Learning as a social activity Learning as a social activity

10. Modeling in education vs Nuclear Fusion Research High Expectations High Expectations For long time “under development” For long time “under development” Laboratory evidence for possible success Laboratory evidence for possible successNeeded Classroom research – evidence for better understanding Classroom research – evidence for better understanding Teacher material, teacher training Teacher material, teacher training Curriculum, assessments must be adapted. Curriculum, assessments must be adapted.

11. Don’t forget Real 3D models may be useful, too Real 3D models may be useful, too

12. Some comments that I have heard All models are lies. All models are lies. Modeling should not be an end in itself. Modeling should not be an end in itself. Programming the student to program the computer is useless. Programming the student to program the computer is useless. If you take time to teach modeling, you won’t cover all of the material. When will they learn the rest of physics? If you take time to teach modeling, you won’t cover all of the material. When will they learn the rest of physics? When do they see the equations? They cannot understand physics without the equations. When do they see the equations? They cannot understand physics without the equations. Do your students think that an electron is a particle or a wave? Do your students think that an electron is a particle or a wave?

13. What is a mathematical or physical model?

14. Active involvement may lead to learning Adding modeling to the curriculum means omitting even more.

15. Models of the Nucleus All are wrong All are wrong None of them should work None of them should work All are useful All are useful

16. When we teaching modeling we must focus on What has been omitted from the model What has been omitted from the model Why the model may be useful anyway Why the model may be useful anyway What the model and its limitations tell us What the model and its limitations tell us Where the model fails/succeeds Where the model fails/succeeds

17. CT MRIPET A Brain Are these models? Images of a Brain Are they the truth?

18. Do your student think that an electron is a wave or a particle? We must live with the students’ conception and not force ours on them.

19. All types of technology As long as it is appropriate to the task it is appropriate to the task students are actively involved in their learning students are actively involved in their learning

20. Physics Education Research (underway) How do students dynamically build mental models as they learn physics? How do students dynamically build mental models as they learn physics? What do they transfer from What do they transfer from –everyday experience –other learning Can we build a model of the student mental model building process? Can we build a model of the student mental model building process?

21. Research on Student Modeling (to be done) What value does modeling add to What value does modeling add to –Understanding of physics –Understanding the scientific process –Cognitive skills What is needed so that students What is needed so that students –understand what models are –Can do modeling themselves

22. Components of a Model for Investigating Student Mental Model Building Transfer of learning Transfer of learning – Cognitive psychology Structure of knowledge Structure of knowledge –“Pieces” of knowledge in physics Problem Solving Research Problem Solving Research –At work, home and class Social Interactions in a class Social Interactions in a class

23. Beyond Simple Motivation of Students Both genders Both genders –Could have been more discussions  Can modeling attract more females to physics? Different cultural backgrounds Different cultural backgrounds –But focused on the majority culture within each country Mostly missing: Discussion of how or if modeling can attract to physics students from immigrant and minority cultures in each country Mostly missing: Discussion of how or if modeling can attract to physics students from immigrant and minority cultures in each country

24. Future Many tools to choose from Many tools to choose from –And there will be more Modeling will be used Modeling will be used –Will it be integrated, appropriate & interactive Students will like it Students will like it –But will they understand what they are doing Research is needed Research is needed

25. Many thanks to.. Organizers Organizers Sponsors Sponsors Supporting staff Supporting staff Organizing committee Organizing committee Steering committee Steering committee And all of the people that we never met but did the hard work to make this conference happen. And all of the people that we never met but did the hard work to make this conference happen.

26. Dank U