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Models - Coggle Diagram
Models
What should we consider when teaching models?
Each student is different and comes with a different learning style. So how can you rotate different styles of learning to help meet those students where they are at. So, these models are going to look different for each student.
Students often thrive when given hands-on activities and that is where models come in handy.
Models can be a part of experimental learning for students.
That designing such experiences are not easy
Models can help build students scientific knowledge and scientific inquiry.
What is the purpose of a model?
A model is to describe, explain, and predict a phenomena.
An example of explaining through a model would be a drawing of the formation of clouds using different colors, shapes, and labels of the process.
Models used to predict. An example of this would be students using the cloud model to predict different clouds at different times!
Models that include information about the environment and that have specific information, and great to use to make predictions.
A model is used to communicate scientific ideas to other people.
Models also can be used to help explain and understand scientific processes.
How can we develop a model?
Teachers need to provide students with opportunities to understand what a model is, how to develop a model, and the role of symbols
Scientist develop models on what information they already know from previous investigations, background knowledge, and research
They revise models on what they discover and problems they encounter
Representational options to use in models
Symbols and figures can be used to
show concepts
Numbers can be used to indicate
quantity or level.
Lines can be used to suggest
connections.
How can we use models in teaching science?
There are 4 stages that can assist in using models to teach science.
Stage 1
Planning for engagement with important science ideas
Teacher unpack standards to find an interesting aspect of the phenomenon that is used as a guide for planning.
Stage 2
Eliciting student ideas
Teachers introduce the anchoring phenomenon and driving question to the students.
Stage 3
Supporting ongoing changes in thinking
Students in this stage will have opportunities to reconstruct, test, evaluate, and revise their initial models based on the results of scientific inquiry
Stage 4
pressing for evidence-based explanations
Students finalize their models by considering all they have learned across the unit.