This link will take you to a PDF version of the slides used in this workshop.

Spreadsheet that provides snapshots and descriptions of each BioInteractive-created model that appears in Model Builder.
(Note that this link is also available on the top right of the Model Builder webpage)

Gouvea and Passmore. Sci & Educ, 2017.
This article develops the idea that models in the classroom can be used to ask students to reproduce something that an authority has developed, or can be used as a tool for asking questions and capturing concepts about the world.

Mark Windshitl and Jessica J. Thompson,
The Science Teacher, 2013.
This article, describes a “toolkit” of different representations of student thinking for use in the classroom. Some are types of models, and others are ways for students to make links between the activities or readings they do and the development of the models.

Kelsie Fowler, Mark Windschitl, and Claus Auning, The Science Teacher, 2020.
This article outlines an approach to designing pictorial model templates that support students in creating explanatory models. 

Cynthia Passmore, Christina Schwarz, and Jocelyn  Mankowski, Chapter in Helping Students, Make Sense of the World Using Next Generation Science and Engineering, Practices, 2017.
This chapter provides an overview of modeling as a science practice as outlined in the NGSS. It explores the idea of “models of” versus “models for” and connects modeling to the other science practices. Ideas are provided for supporting and assessing modeling. Classroom vignettes help illustrate the ideas shared and provide specific examples.

Christina L. Baze and Ron Gray, The Journal of College Science Teaching, 2018.

This article presents a Model-Based Inquiry (MBI) evolution unit developed and implemented in an introductory biology course for nonscience majors at a community college. Over a period of nine class meetings, students were immersed in the study of Tiktaalik roseae. During this unit students engaged heavily in the practices of modeling, argumentation, and explanation. At the end of the unit, they examined the development of students’ modeling abilities.

Andrea M.-K. Bierema, Christina V. Schwarz, and Jon R. Stoltzfus, CBE Life Science Education, 2017.

The study described in this article investigated whether undergraduate students in large lecture courses would productively engage in science practices during modeling activities. They studied how students 1) interacted with one another, 2) made sense of phenomena, and 3) justified their ideas.

Kristy J. Wilson, Tammy M. Long, Jennifer L. Momsen, and Elena Bray Speth, CBE Life Science Education, 2020.

This article accompanies the Modeling in the Classroom Evidence-Based Teaching Guide and describes research supporting why and how to use models in the classroom along with research questions that remain open.