Physical vs. Computer Models
- 2. Description of Models Conceptual Models Simplified representations of real objects, phenomena, or situations An external representation created by teachers, that facilitates the comprehension or teaching of systems Physical models In the science-education community are considered as models of real situations and can be carried, touched, or held. Computer models A computer program which attempts to simulate the behavior of a particular system
- 3. Cognitive Aspects of Learning and Teaching Science Individuals actively construct the knowledge they possess Students must be active rather than passive learners Control over the model is one of the most important aspects in determining whether the model will be effective as a learning tool Students can be actively engaged in understanding and learning the physical world by constructing, using, or choosing models to describe, explain, and predict physical phenomena.
- 4. Limited View of the Use of Models Many prospective science teachers described models as a tool for communicating the explanation of something that is already understood rather than a tool that students can use to learn new information.
- 5. Studies Use of Augmented Reality vs. traditional classroom Use of dynamic physical model to teach moon phases Teaching Future Teachers Basic Astronomy Concepts
- 6. My Research Compare the effectiveness of student-manipulated computer models to student-manipulated physical models in teaching moon phases.