Status and Plans for Professional Development in Modeling in Indiana in

Status and Plans for Professional Development

in Modeling in Indianain

Physics, Chemistry and Biology

Gordon Berry, Physics DepartmentUniversity of Notre Dame [email protected]

Funding support: IN-DOE - Math Science PartnershipICHE – Improving Teacher QualitySiemens Foundation – Teacher Fellowships

What do we mean by “Models”?

Symbolic Representations

Physical System

Mental Model

Verbal

Algebraic

Diagrammatic

Graphical

ConceptOr idea

Picture

*Modeling in physics & Chemistry as developed at Arizona State UniversityThe American Modeling Association – AMTA

- http://modelinginstruction.org/

MULTIPLE!

Why Models?• Models are basic units of knowledge• In all Science Research:

– A few basic models are used again and again with only minor modifications.

• Models help students connect– Macroscopic observations– Sub-microscopic representations– Symbolic representations

The students become SCIENTISTS – learning by DOING

Why modeling?!• To help students see science as a way of

viewing the world rather than as a collection of facts.

• To make the coherence of scientific knowledge more evident to students by making it more explicit (quantitative).

• Models and Systems are explicitly recognized as major unifying ideas for all the sciences by the AAAS Project 2061 and the NGSS for the reform of US science education.

5

1. Asking questions & defining problems 2. Developing & using models3. Planning & carrying out investigations4. Analyzing & interpreting data5. Using mathematics and computational thinking6. Constructing explanations & designingsolutions 7. Engaging in argument from evidence8. Obtaining, evaluating, & communicating information

The NGSS’s Framework of Scientific and Engineering Practices

The Modeling CurriculumIn Physics and Chemistry: A consistent and linked storyline developed over 20 yearsAt Arizona State University

for the complete semester/year

not a separated series of lessons

Developed using the “particle model” (atoms, molecules, etc)

Follow the historical development…

How about Biology?

Difficulties:

Not developed at ASU

Taught before the particle models of Chemistry and Physics

Contrasts between micro and macro development

What are the themes and links of a “Biology story”?

Summer workshops in the past 2 years at Notre Dame, Marian University and at University High School developed by 35 Inspired, hard-working Indiana biology teachers

BIOLOGY: Themes and story development

See NISMEC website for teachers’ guides to the 9 UNITS:nd.edu/~nismec/nismec11.htm

Indiana Modeling PD WorkshopsIn the past 3-4 years

1. At Notre Dame (north), Indianapolis (central) and Evansville (south)1-week and 2-weeks for Physics and Chemistry ModelingAbout 150 teachers have attended, and are now using modeling at least partially in their classrooms.2. Developmental workshops in biology (last 2 years)

Goals for 2013 – to continue offering modeling workshops for north, south and central Indiana teachers in Chemistry, Physics and Biology

Difficulty: $ Money $ Money $- Principally to pay teacher stipends and instructors

Plans for 2013 Summer workshops

Bad news: no modeling workshops in the South – USI –Evansvilleand no modeling workshops in Indianapolis

Good news: modeling workshops in the North

1: June – 3 weeks of workshops at Morgan HS, Hammondfor ICP and Biology teachers

2: July – 3 weeks of workshops at Notre Dame for ICP and Biology teachers

Bad news: only limited funding for stipends

Detailed schedule of summer 2013 workshops

Workshop Participants   Dates

Week-1 begin Modeling

ICP and Bio teachers   10-14 June – A

Week-2 ICP modeling ICP teachers   17-21 June – B

Week-3 Bio modeling Bio teachers   24-28 June – C

1. Hammond modeling workshops

2. Notre Dame modeling workshops

Workshop Participants Dates

HS - ICP Modeling ICP teachers 15-26 July – D

HS - Biology modeling Biology teachers 8-12 July - E

Applications: Fill in form oremail – [email protected]

or NISMEC website nd.edu/~nismec/nismec11.htm

How to Teach Modeling? constructivist vs transmissionist

cooperative inquiry vs lecture/demonstration

student-centered vs teacher-centered

active engagement vs passive reception

student activity vs teacher demonstration

student articulation vs teacher presentation

lab-based vs textbook-based

Guided Inquiry -> group investigations

-> peer learning of concepts

Inquiring minds may want to know different answers to the same

question:

In Science, Literature, Life

Modeling and Guided Inquiry

Problem-setting (Engagement)

Investigate (Explore)

Publish (Evaluate)

A 3-part lesson-plan: PIP and the SIP* Process

Each part must be Satisfying, Intentional Problem-solving*

*SIP - concept – ref. - Mary Hynes-Berry – “Don’t Leave the Story in the Book”

Elegant Solutions are the highest order of what might be

termed Quality Intellectual Work

To produce good scientists, good humanists,

good world citizens, our goal must be to support quality intellectual work in

teaching and learning at all levels, i.e. from earliest childhood til’ death do us part.

Learning in science or the humanities is the same processIN and OUT of the classroom

A Science problem: Goldilocks and the Three Bears

Has the science in this story ever worried you?

How could the porridge in the Bears’ bowls be too hot, too cold and just right?

Working with your groupDevelop an explanatory scenario that is consistent

with your scientific understanding.

Prepare a whiteboard with your explanation….Include as many “modeling representations” as you can

You remember those representations!!!Verbal, pictorial, algebraic, symbolic, diagrammatic, graphical

Today’s special: Include an equation (algebraic representation)

Learning

Quality Intellectual Work

PlayResearch INQUIRY

Every child is a scientist at play: Wondering and problem-solving about how the world

works.Every scientist/teacher was (is?) a child at play.