Why Change How We Teach?

2 The “Modeling Chemistry” Approach to Science Teaching Cheryl Litman

Words - The Macroscopic World Symbols Particles - The Sub-Microscopic World

Understanding Chemistry  The three questions that guide this approach to understanding chemistry are: 1) How do we view matter? -describe matter as particles, define how the particles are oriented in space, how they interact, move, etc. 2) How does matter behave? -provide an explanation of the behavior using particle models to visualize them 3) What is the role of energy in the changes we observe? -determine whether it takes energy or releases energy to change particle behavior  The three questions that guide this approach to understanding chemistry are: 1) How do we view matter? -describe matter as particles, define how the particles are oriented in space, how they interact, move, etc. 2) How does matter behave? -provide an explanation of the behavior using particle models to visualize them 3) What is the role of energy in the changes we observe? -determine whether it takes energy or releases energy to change particle behavior

Chemistry curricula:  Traditionally students are introduced right away to the modern model of the atom and asked to accept all its complexities as a matter of faith.  The Modeling approach is to start with a simple model of the atom and show students that the model evolves as the need for a better one arises.  Traditionally students are introduced right away to the modern model of the atom and asked to accept all its complexities as a matter of faith.  The Modeling approach is to start with a simple model of the atom and show students that the model evolves as the need for a better one arises.

FLOW In each of the instructional units we move from:  examining evidence to  defining the patterns that explain the evidence to  drawing a model that reflects the evidence In each of the instructional units we move from:  examining evidence to  defining the patterns that explain the evidence to  drawing a model that reflects the evidence

7 What doesn’t work  Presentation of facts and skills, with the assumption that students will see the underlying structure in the content.  They systematically miss the point of what we tell them.  They do not have the same “schema” associated with key ideas/words that we have.  Presentation of facts and skills, with the assumption that students will see the underlying structure in the content.  They systematically miss the point of what we tell them.  They do not have the same “schema” associated with key ideas/words that we have.

8 What works Interactive engagement Student discussion & articulation Multiple representational tools Consensus-based model building Organization of ideas and concepts into models Interactive engagement Student discussion & articulation Multiple representational tools Consensus-based model building Organization of ideas and concepts into models

9  Construct and use scientific models to describe, to explain, to predict and to control physical phenomena.  Model physical objects and processes using diagrammatic, graphical and algebraic representations.  Recognize a small set of models as the content core.  Evaluate scientific models through comparison with lab data.  View modeling as the procedural core of scientific knowledge  Construct and use scientific models to describe, to explain, to predict and to control physical phenomena.  Model physical objects and processes using diagrammatic, graphical and algebraic representations.  Recognize a small set of models as the content core.  Evaluate scientific models through comparison with lab data.  View modeling as the procedural core of scientific knowledge The Modeling Method

10 How to Teach it? MODELING METHOD vs TRADITIONAL METHOD constructivist vs transmissionist cooperative inquiry vs lecture/demonstration student-centered vs teacher-centered student-centered vs teacher-centered active engagement vs passive reception student activity vs teacher demonstration student activity vs teacher demonstration student articulation vs teacher presentation lab-based vs textbook-based lab-based vs textbook-based

I - Model Development  Students in cooperative groups  design and perform experiments.  formulate functional relationship between variables.  evaluate “fit” to data.  Post-lab analysis  whiteboard presentation of student findings  multiple representations  justification of conclusions  Students in cooperative groups  design and perform experiments.  formulate functional relationship between variables.  evaluate “fit” to data.  Post-lab analysis  whiteboard presentation of student findings  multiple representations  justification of conclusions

II - Model Deployment  In post-lab discussion, the instructor  brings closure to the experiment.  fleshes out details of the model, relating common features of various representations.  helps students to abstract the model from the context in which it was developed.  In post-lab discussion, the instructor  brings closure to the experiment.  fleshes out details of the model, relating common features of various representations.  helps students to abstract the model from the context in which it was developed.

13 Modeling in a Nutshell  Through carefully guided discourse, students construct shared models, using various representations, to describe shared experiences with physical systems and processes.  Let the students do the talking  Ask, “How do you know that?”  Require diagrams and representations whenever possible  Through carefully guided discourse, students construct shared models, using various representations, to describe shared experiences with physical systems and processes.  Let the students do the talking  Ask, “How do you know that?”  Require diagrams and representations whenever possible

For more information Modeling curricula do an excellent job sequencing the curriculum to provide a good storyline and to facilitate model construction and deployment. Elements of the modeling approach can be adapted to any curriculum. Modeling curricula do an excellent job sequencing the curriculum to provide a good storyline and to facilitate model construction and deployment. Elements of the modeling approach can be adapted to any curriculum.