Models and Modelling in Teaching and Learning
Models extend beyond the familiar 3D physical models (e.g. of cell structure). Think of a model as a set of ideas that explains what causes a particular phenomenon in nature. Although educators use models in the classroom, models are often employed to simply illustrate science ideas that can already be found in books (e.g. stages of mitosis). Such practices cannot support learning as learners do not need to make evaluations and connections among ideas.
Modelling includes a variety of practices such as constructing models, making predictions, comparing predictions with measurements, refining models and explanations, and communicating model findings. One may think that such practices can only be applied by scientists who routinely create knowledge. How can educators use modelling to teach known concepts?
Some Kickstarter Ideas
1.
Educators can connect the topics on mitotic cell cycle and DNA replication, and help learners develop their understanding of the DNA replication models through the construction of physical models. Find out more from pages 5 and 6 of Effects of Modeling Instructions Professional Development on Biology Teachers’ Scientific Reasoning Skills published in Education Sciences.
2.
A few modelling activities were described in the Supplemental Material of Engaging undergraduate biology students in scientific modelling: Analysis of group interactions, sense-making, and justification published in CBE-Life Sciences Education.
One of the activities connected the topics on mitotic cell cycle and stem cell, and asked learners to use ideas from differential gene expression to explain the molecular similarities and differences between unspecialised stem cells and specialised cells.
Another activity asked learners to develop a model using ideas from cell signalling to explain why a mutation in Ras causes uncontrolled cell division. Apart from the supplemental material that describes the activity, the same article (figure 1 and box 1) see also provided some insights into the student-participants’ responses.
Encourage Meaningful Evidence-based Explanations Through Modelling
To facilitate effective collaborative learning through the use of a modelling activity, educators need to plan appropriate scaffolds and questions that deepen learning. In addition, it is also important as educators to encourage learners to generate questions regarding how and why a phenomenon or event occurs and seek to answer those questions. This will provide learners opportunities centred on scientific reasoning and sense-making.
"Asking students questions about their model can help make subtle shifts toward more complex engagement with models; students shift from simply identifying models, to using them, to construct their own models." – see Figure 3 of Exploring Models in the Biology Classroom published in The American Biology Teacher
The goal of modelling is not for learners to produce a model answer in the form of a drawing or physical model. It is also not to have them reproduce textbook explanations. Educators should use modelling to achieve learners’ ability to:
ask questions about initial biological science models,
determine what types of evidence needs to be gathered to develop models, and
develop well connected explanations from the models.
Opmerkingen