4/6-Elizabeth-Models and Blocks

In their articles, Finkbeiner and Braunschweig both discussed their experiences as teachers and their introduction into the world of modeling physics. 

1.     key points:

·      depth over breadth

·      teachers and students are partners in learning

·      modeling includes student inquiry, cooperative groups, designing experiments, creating diagrams, argument and explanation, and deployment of the model

·      modeling teachers achieved higher gains in Hake’s studies of FCI

2.     connection to other readings:

·      Both Finkbeiner and Braunschweig discuss the process of modeling within the classroom, which have been discussed in many previous readings, including Schwarz’s article.  In his article, Schwarz emphasized that successful modeling is an interactive process that involves constant revision, argumentation, and investigation.  Furthermore, he notes that modeling is an ever-changing process where the students are constantly revising, and changing their models.

3.     affordances and obstacles

·      Through these 3 articles, the positive outcomes of modeling are very evident.  After even 1 year of modeling, Finkbeiner and Braunschweig both experienced increases in testing results.  Furthermore, students (in the Braunschweig article) expressed more of an interest and understanding of the physics concepts.

·      Modeling also allows for a coherent structure (in part because of the 90 minute period), which is essential for student success.

·      There are always obstacles/struggles that teachers face, such as covering a certain amount of material in a short amount of time and not interfering with student collaboration.

4.     computational and representational modeling in my classroom

·      Based on previous readings and discussions, it is essential that computational and physical representations should be used in the classroom.  I think that physical models would be heavily used in the beginning of the year as students are more familiar with them.  As the school year progresses, computational models will be introduced and furthermore, as the students become familiar with them, manipulate them themselves. 

5.     role of modeling in my classroom

·      Ideally, modeling will take a prominent place within my classroom.  Based on studies and articles, including the 3 we just read, modeling improves student learning and understanding dramatically.  Thus, it would be great to include it everyday.  However, I think modeling will mostly occur during lab days, which are once a week.  Ideally, I would like to include modeling instruction at least 2-3 times per week. 

6.     testimonies helpful or not?

·      I really liked these articles because I wanted to know how teachers who didn’t know about modeling and had never used it in a classroom approached it.  Their positive outcomes and high success were great and good to hear.  However, a lot fo schools do not have block schedules like that (90 minutes) so I was just wondering how successful it would be in a shorter class.  While Finkbeiner did discuss the obstacles teachers face with 45 minute classes, I would like to hear advice about the best way to model in shorter class times.

7.     Questions:

·      Are the tests that the authors looked at to gage their success reliable?

·      What if students do not correct their misconceptions? 

·      Should teachers engage in modeling everyday?