Modeling Instruction

Developed by: David Hestenes and Malcolm Wells

**Level**

middle schoolhigh schoolintro collegeinter-mediateupper levelgrad school other

calc based

alg based

conceptual

**Topics**

+2

**Setting**

### Overview

**What?** Instruction organized around active student construction of conceptual and mathematical models in an interactive learning community. Students engage with simple scenarios to build, test and apply the handful of scientific models that represent the content core of physics.

### Classroom video

### Student skills developed

**Designed for:**

- Conceptual understanding
- Problem-solving skills
- Using multiple representations
- Designing experiments
- Metacognition

**Can be adapted for:**

- Lab skills
- Making real-world connections

### Instructor effort required

- High

### Resources required

- Computers for students
- Advanced lab equipment
- Tables for group work

### Resources

**Developer's website:**Modeling Instruction

**Intro Article:**M. Wells, D. Hestenes, and G. Swackhamer, A modeling method for high school physics instruction, Am. J. Phys.

**63**(7), 606 (1995).

External Resources

**Resources:**

- Modeling workshops: The American Modeling Teachers Association offers 3-week in-person workshops all over the country every summer. Find one near you.
- Blog post from Frank Noschese with lots of resources
- Modeling Instruction in the Science Classroom (podcast) Mark Schober, president of the American Modeling Teacher’s Association
**,**shares a history of modeling, how it can be used in the classroom, and that it is for more than just physics courses.*From NSTA’s Lab Out Loud podcast.*

**Videos:**

More videos of teachers using Modeling Instruction

### Research

**RESEARCH VALIDATION**

**Silver Validation**

This is the second highest level of research validation, corresponding to:

- at least 1 of the "based on" categories
- at least 2 of the "demonstrated to improve" categories
- at least 4 of the "studied using" categories

### Research Validation Summary

#### Based on Research Into:

- theories of how students learn
- student ideas about specific topics

#### Demonstrated to Improve:

- conceptual understanding
- problem-solving skills
- lab skills
- beliefs and attitudes
- attendance
- retention of students
- success of underrepresented groups
- performance in subsequent classes

#### Studied using:

- cycle of research and redevelopment
- student interviews
- classroom observations
- analysis of written work
- research at multiple institutions
- research by multiple groups
- peer-reviewed publication

### References

- G. Fulmer and L. Liang, Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey, J. Sci. Educ. Tech.
**22**(1), 37 (2013). - I. Halloun, Mediated Modeling in Science Education, Sci. & Educ.
**16**(7-8), 653 (2006). - I. Halloun and D. Hestenes, Modeling instruction in mechanics, Am. J. Phys.
**55**(5), 455 (1987). - I. Halloun, Modeling Theory in Science Education, (2004), Vol. 24, pp. 252.
- D. Hestenes, C. Megowan-Romanowicz, S. Osborn Popp, J. Jackson, and R. Culbertson, A graduate program for high school physics and physical science teachers, Am. J. Phys.
**79**(9), 971 (2011). - D. Hestenes, Modeling Games in the Newtonian World, Am. J. Phys.
**60**(8), 732 (1992). - D. Hestenes, Modeling methodology for physics teachers, presented at the The changing role of physics departments in modern universities: International Conference on Undergraduate Physics, College Park, MD, 1996.
- D. Hestenes, Modeling Theory for Math and Science Education, in
*Modeling Students' Mathematical Modeling Competencies*(2009). - D. Hestenes, Toward a modeling theory of physics instruction, Am. J. Phys.
**55**(5), 440 (1987). - L. Liang, G. Fulmer, D. Majerich, R. Clevenstine, and R. Howanski, The Effects of a Model-Based Physics Curriculum Program with a Physics First Approach: a Causal-Comparative Study, J. Sci. Educ. Tech.
**21**(1), 114 (2011). - K. Malone, A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students, PhD, Carnegie Mellon University, 2006.
- K. Malone, Correlations among knowledge structures, force concept inventory, and problem-solving behaviors, Phys. Rev. ST Phys. Educ. Res.
**4**(2), 020107 (2008). - K. Malone, The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I, , Report No. 4 - 1, 2006.
- K. Malone, The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II, , Report No. 4 - 2, 2007.
- C. Megowan-Romanowicz, Framing Discourse for Optimal Learning in Science and Mathematics, Arizona State University, 2007.
- C. Megowan-Romanowicz, Inside Out: Action Research from the Teacher–Researcher Perspective, J. Sci. Teach. Educ.
**21**(8), 993 (2010). - C. Megowan-Romanowicz, Modeling Discourse in Secondary Science and Mathematics Classrooms, in
*Modeling Students' Mathematical Modeling Competencies*(2013). - M. O'Brien and J. Thompson, Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding, Phys. Teach.
**47**(4), 234 (2009). - M. Wells, D. Hestenes, and G. Swackhamer, A modeling method for high school physics instruction, Am. J. Phys.
**63**(7), 606 (1995). - C. Wenning, Whiteboarding & Socratic dialogues: Questions & answers, J. Phys. Teach. Online
**3**(1), (2005).