2. Description of Models
Conceptual Models
Simplified representations of real objects, phenomena, or
situations
An external representation created by teachers, that
facilitates the comprehension or teaching of systems
Physical models
In the science-education community are considered as
models of real situations and can be carried, touched, or held.
Computer models
A computer program which attempts to simulate the behavior
of a particular system
3. Cognitive Aspects of Learning and
Teaching Science
Individuals actively construct the knowledge they
possess
Students must be active rather than passive learners
Control over the model is one of the most important
aspects in determining whether the model will be
effective as a learning tool
Students can be actively engaged in understanding
and learning the physical world by
constructing, using, or choosing models to
describe, explain, and predict physical phenomena.
4. Limited View of the Use of Models
Many prospective science teachers described models
as a tool for communicating the explanation of
something that is already understood rather than a
tool that students can use to learn new information.
5. Studies
Use of Augmented Reality vs. traditional classroom
Use of dynamic physical model to teach moon phases
Teaching Future Teachers Basic Astronomy Concepts
6. My Research
Compare the effectiveness of student-manipulated
computer models to student-manipulated physical
models in teaching moon phases.
