1. Why Change How We Teach?

2. 2 The “Modeling Chemistry” Approach to Science Teaching Cheryl Litman

3. Words - The Macroscopic World Symbols Particles - The Sub-Microscopic World

4. Understanding Chemistry  The three questions that guide this approach to understanding chemistry are: 1) How do we view matter? -describe matter as particles, define how the particles are oriented in space, how they interact, move, etc. 2) How does matter behave? -provide an explanation of the behavior using particle models to visualize them 3) What is the role of energy in the changes we observe? -determine whether it takes energy or releases energy to change particle behavior  The three questions that guide this approach to understanding chemistry are: 1) How do we view matter? -describe matter as particles, define how the particles are oriented in space, how they interact, move, etc. 2) How does matter behave? -provide an explanation of the behavior using particle models to visualize them 3) What is the role of energy in the changes we observe? -determine whether it takes energy or releases energy to change particle behavior

5. Chemistry curricula:  Traditionally students are introduced right away to the modern model of the atom and asked to accept all its complexities as a matter of faith.  The Modeling approach is to start with a simple model of the atom and show students that the model evolves as the need for a better one arises.  Traditionally students are introduced right away to the modern model of the atom and asked to accept all its complexities as a matter of faith.  The Modeling approach is to start with a simple model of the atom and show students that the model evolves as the need for a better one arises.

6. FLOW In each of the instructional units we move from:  examining evidence to  defining the patterns that explain the evidence to  drawing a model that reflects the evidence In each of the instructional units we move from:  examining evidence to  defining the patterns that explain the evidence to  drawing a model that reflects the evidence

7. 7 What doesn’t work  Presentation of facts and skills, with the assumption that students will see the underlying structure in the content.  They systematically miss the point of what we tell them.  They do not have the same “schema” associated with key ideas/words that we have.  Presentation of facts and skills, with the assumption that students will see the underlying structure in the content.  They systematically miss the point of what we tell them.  They do not have the same “schema” associated with key ideas/words that we have.

8. 8 What works Interactive engagement Student discussion & articulation Multiple representational tools Consensus-based model building Organization of ideas and concepts into models Interactive engagement Student discussion & articulation Multiple representational tools Consensus-based model building Organization of ideas and concepts into models

9. 9  Construct and use scientific models to describe, to explain, to predict and to control physical phenomena.  Model physical objects and processes using diagrammatic, graphical and algebraic representations.  Recognize a small set of models as the content core.  Evaluate scientific models through comparison with lab data.  View modeling as the procedural core of scientific knowledge  Construct and use scientific models to describe, to explain, to predict and to control physical phenomena.  Model physical objects and processes using diagrammatic, graphical and algebraic representations.  Recognize a small set of models as the content core.  Evaluate scientific models through comparison with lab data.  View modeling as the procedural core of scientific knowledge The Modeling Method

10. 10 How to Teach it? MODELING METHOD vs TRADITIONAL METHOD constructivist vs transmissionist cooperative inquiry vs lecture/demonstration student-centered vs teacher-centered student-centered vs teacher-centered active engagement vs passive reception student activity vs teacher demonstration student activity vs teacher demonstration student articulation vs teacher presentation lab-based vs textbook-based lab-based vs textbook-based

11. I - Model Development  Students in cooperative groups  design and perform experiments.  formulate functional relationship between variables.  evaluate “fit” to data.  Post-lab analysis  whiteboard presentation of student findings  multiple representations  justification of conclusions  Students in cooperative groups  design and perform experiments.  formulate functional relationship between variables.  evaluate “fit” to data.  Post-lab analysis  whiteboard presentation of student findings  multiple representations  justification of conclusions

12. II - Model Deployment  In post-lab discussion, the instructor  brings closure to the experiment.  fleshes out details of the model, relating common features of various representations.  helps students to abstract the model from the context in which it was developed.  In post-lab discussion, the instructor  brings closure to the experiment.  fleshes out details of the model, relating common features of various representations.  helps students to abstract the model from the context in which it was developed.

13. 13 Modeling in a Nutshell  Through carefully guided discourse, students construct shared models, using various representations, to describe shared experiences with physical systems and processes.  Let the students do the talking  Ask, “How do you know that?”  Require diagrams and representations whenever possible  Through carefully guided discourse, students construct shared models, using various representations, to describe shared experiences with physical systems and processes.  Let the students do the talking  Ask, “How do you know that?”  Require diagrams and representations whenever possible

14. For more information Modeling curricula do an excellent job sequencing the curriculum to provide a good storyline and to facilitate model construction and deployment. Elements of the modeling approach can be adapted to any curriculum. http://modeling.asu.edu/ Modeling curricula do an excellent job sequencing the curriculum to provide a good storyline and to facilitate model construction and deployment. Elements of the modeling approach can be adapted to any curriculum. http://modeling.asu.edu/