Embedded Files
"Scientists use models to represent their current understanding of a system (or parts of a system) under study, to aid in the development of questions and explanations, and to communicate ideas to others."
"Scientists use models to represent their current understanding of a system (or parts of a system) under study, to aid in the development of questions and explanations, and to communicate ideas to others."
Introduction to Developing and Using Models
Introduction to Developing and Using Models
Source: NGSS Appendix F
Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58)
Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Although models do not correspond exactly to the real world, they bring certain features into focus while obscuring others. All models contain approximations and assumptions that limit the range of validity and predictive power, so it is important for students to recognize their limitations.
In science, models are used to represent a system (or parts of a system) under study, to aid in the development of questions and explanations, to generate data that can be used to make predictions, and to communicate ideas to others. Students can be expected to evaluate and refine models through an iterative cycle of comparing their predictions with the real world and then adjusting them to gain insights into the phenomenon being modeled. As such, models are based upon evidence. When new evidence is uncovered that the models can’t explain, models are modified.
In engineering, models may be used to analyze a system to see where or under what conditions flaws might develop, or to test possible solutions to a problem. Models can also be used to visualize and refine a design, to communicate a design’s features to others, and as prototypes for testing design performance.
Key Features
Key Features
Models are sets of ideas for how or why something in the world works the way it does
Models must be evaluated and revised during the sense making process using evidence.
Models are used to…
represent a system (or parts of a system) under study
aid in the development of questions and explanations
generate data that can be used to make predictions
communicate ideas to others
What it is NOT
What it is NOT
Art projects that translate a 2-D image into a 3-D depiction or words into a drawing
Labeling the parts of a system
Students using simulations to gather information without paying attention to the underlying mechanisms.
K-12 Progressions for Developing and Using Models
K-12 Progressions for Developing and Using Models
SEP_DUM.pdfInstructional Strategies for Developing and Using Models
Instructional Strategies for Developing and Using Models
Source: Instructional Leadership for Science Practices
Have students work in groups to create models of non-observable phenomenon (e.g., lunar cycles, erosion). Be explicit that models offer explanatory accounts – they show how or why a phenomenon occurs.
Show students an example of a scientific model and a non-example, such as a labeled diagram. Have students compare and contrast the two. Highlight for students that the scientific model shows how a phenomenon occurs, while the labeled diagram does not.
Provide opportunities for students to make decisions about the type of model they will create, such as a picture, a physical creation, or a computer animation. Emphasize that there is no one “right” way to create a model, but that models should show how or why the phenomenon under study occurs.
Provide graphic organizers to support students in planning their models. Sections of the graphic organizer might include “key ideas” and room to sketch the model. At the end of the graphic organizer provide a checklist so that students can be sure their proposed model shows how or why the phenomenon occurs and is not only descriptive.
Provide a range of materials and computer access so students can choose the type of model to create. Before students select their medium, facilitate a discussion about the benefits and drawbacks to each type of material.
Have students do a “gallery walk” of the different models they create. Provide students with a chart to use to make notes about how the various models do and do not explain the phenomenon being modeled. Give students sticky notes to post suggestions and comments for their peers.
Ask students to critique models from various sources, such as texts, the internet, and physical representations in the classroom. Facilitate a discussion of the benefits and drawbacks of the different models. Emphasize for students that all models have benefits and drawbacks.
Ask students to apply a model to a different example and then revise the model to reflect the new information (e.g. apply a model for sinking and floating of objects to the floating of a boat).
Learn more about Developing and Using Models
Learn more about Developing and Using Models
Bozeman Science Video - Practice 2 - Using and Developing Models
Wonder of Science Graphic Organizer: Developing and Using Models - Google Draw or PDF
STEM Teaching Tools: Practice Brief 8 - What is meant by engaging youth in scientific modeling?
Articles:
Webinar: Developing and Using Models
Science Practices Continuum - Tool for guiding and evaluating science-practice based instruction
Page updated
Report abuse