Scientific Models and Representations

Developing and using models in the classroom.

“Models serve the purpose of being a tool for thinking with, making predictions and making sense of experience.” And further “scientists use models…to represent their current understanding of a system under study, to aid in the development of questions and explanations, and to communicate ideas to others.” (NRC, 2011, pp. 56-57).  

Models within the scientific disciplines help students demonstrate their understanding and knowledge in a variety of ways.

Examples of understanding and knowledge students gain from models  include: 

1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change

What is a Scientific Model?  

• "A Scientific Model is an abstract, simplified representation of a system that makes its central features explicit and visible."

• "It can be used to generate predictions and explanations for natural phenomena" 

• "Mental (internal) and conceptual (expressed) models" 

 Examples of expressed/conceptual models 

 "Bohr model of the atom/particle model of matter , Light ray model, water cycle model, Food web models and  interactions between organisms, Computational models of the atmosphere, Natural selection model; protein  synthesis model" (McCartney, J., & Gilbert, E.) 

At The Core:

"While we work with conceptual or expressed models in the classroom, what we really care about is advancing students’ mental or internal models of how the world works and focusing on how students can productively engage in modeling. At heart, modeling is about using tools to make sense of the world." (McCartney, J., & Gilbert, E.) 

 Modeling Practice Elements:

1. Developing a model that embodies aspects of a theory and evidence

2. Evaluating that model against empirical evidence and theory

3. Using the model to illustrate, predict and explain

4. Revising that model

Why Engage Students in the Practice of Modeling? 

"This and other practices help learners “establish, extend, and refine knowledge” Modeling is important for students. It can help learners build – subject matter understanding; models make invisible processes, mechanisms and components visible and testable. – understanding of the way science works and functions; (testing and revising models of systems and processes used in science and engineering) – practices and skills (e.g. systems thinking; sharing and evaluating ideas; thinking about evidence and mechanism)" (McCartney, J., & Gilbert, E.)

The Big Picture:

Consider learners as developers and evaluators of knowledge, not just consumers. All disciplines in science have at their core a central activity of making sense of our world and why things work they way they do. School should engage students in doing this sense-making NOT in hearing about how others have done it. (McCartney, J., & Gilbert, E.)  

 Models In The Classroom:

• Include a driving question that addresses a big and important idea and provides coherence in the unit 

• Models address the driving question to target how things happen, how they work, and why they work 

• Focus on phenomena and data from those phenomena 

• Engage students in repeated cycles of model evaluation and revision 

• Models are based on empirical data and evidence 

• Ask students to use models to explain the world around them 

• Engage students in the social nature of modeling – argumentation is involved in evaluation and consensus in building and applying models 

Wrapping up Models: 

1. Modeling involves testing and revising models to make sense of the world 

2. Modeling works with other practices by establishing ideas about how and why the world works that can be tested and revised 

3. That testing process involves working with others to evaluate and persuade one another of the best ideas and evidence in models (engineering by using models to solve problems) 

4. Focus on modeling by choosing the most important science ideas and developing a modeling-centered instructional sequence; monitor and respond to students ideas throughout 

5. Learners may develop skills and knowledge focused on how and why phenomena occur, using evidence, thinking about how models can be applied, and consensus and persuasion skills. 

(McCartney, J., & Gilbert, E.)

Video Help

Paul Anderson - Developing and Using Models

McGraw-Hill Education PreK-12 - Science and Engineering Practices: Introduction to Developing and Using Models 

Online Sources: 

Passmore, C., & Schwarz, C. (2012, September 25). Preparing for NGSS: Developing and Using Models. ]. In NSTA Web Seminars. 

Retrieved from https://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/PreparingforNGSS--DevelopingandUsingModels_9-25-2012.pdf