The Problems with Models and How to Fix Them
Research suggests that teachers seldom use models to address complex scientific phenomena or phenomena that cannot easily be observed by students. Often, when they do use models, they causes more problems in understanding than it helps address.
This page contains resources from a presentation that addresses WHY this happens and what teachers can do about it when they seek out such tools. We first look at several models to see that models can be physical, conceptual, or mathematical in nature, and what each of these types of models does to “help” students understand the concepts. We’ll also look at how misconceptions form by not expressly addressing the limitations of the model, and will discuss possible ways to solve these issues.
During the session, we’ll look at four categories of models (visual, physical, conceptual, and mathematical), and the benefits, challenges, and considerations for each. As we go, we’ll explore the following questions:
- What is a model?
- What role do models play in promoting inquiry?
- What types of models exist?
- How can teachers/students evaluate models?
- What concept understandings do models help us understand?
- What misconceptions might models set up or reinforce?