Models & Universal Design for Learning
See also - NGSS SEP-2 - Developing and Using Models
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.
Scientific models are not...
Scientific models are...
Models should never be created for the sake of creating a model.
Models are also not art projects.
Models are not stand-alone representations that are used to help reinforce vocabulary or definitions.
Models are not static, isolated diagrams!
Models show relationships in real-world phenomenon
Models explain and real-world phenomenon
Models are predictive.
Models are dynamic—they change depending on the variables
Models have limitations
Data and evidence should be used to support the development of models
Models should be revised and updated based on analysis of data
Models help develop further questions
Discussion, sharing, presenting, and argumentation should all be included in the modeling process.
Examples
Universal Design for Learning (UDL) Principles applied to modeling
INPUT - Multiple means of representation to give learners various ways of acquiring information and knowledge,
ENGAGEMENT - Multiple means of engagement to tap into learners' interests, challenge, and motivate them to learn
OUTPUT - Multiple means of expression to provide learners alternatives for demonstrating what they know,
EXAMPLES OF MULTIPLE MEANS OF REPRESENTATION, ENGAGEMENT AND EXPRESSION
Traditional
Computer-based
Mind Maps - (e.g. Coggle)
Sensors - (e.g. various sensors for smart phones)
Simulations - (e.g. PhET, ExploreLearning)
Virtual 3D models - (e.g. Google Earth Chrome, Biodigital Human, NASA Eyes)
Virtual Reality - (e.g. NASA 3D Spacecraft, GoSkyWatch)
Solving Math Problems - (Photo Math, Wolfram Alpha)
Animation (e.g. Stop Motion Animation, Stop Motion Animation)
Screen Plays (e.g. iMovie)
Motion Analysis (e.g. Video Physics)
Diagrams (e.g. Google Drawings)
Collaborative Presentations (e.g. Google Slides)