Rethinking Modelsby: Richard Frazier

Journal ArticleDigital resources are stored online in your NSTA Library.

While models and analogies are integral to both the learning and practice of science, their use is complex and potentially troublesome. Misconceptions can arise when parts of a model are misleading, missing, or misapplied. Students begin to look critically at models as they investigate a question of personal interest and develop related lessons for use in a local elementary school. This article suggests techniques you can use to analyze models and describes preservice teachers’ experiences as they critically examined popular models used in many elementary classrooms.

Grades
  • Elementary
Publication Date
1/1/2003

Community ActivitySaved in 311 Libraries

Reviews (1)
  • on Thu Nov 03, 2011 3:01 PM

This article investigates a very interesting perspective on using models in an elementary classrooms. In a teaching methods course, perspective teachers evaluated the effectiveness of models. After evaluating the models, the perspective teachers found that some models did not adequately represent the concept and/or lead to misconceptions about the concept. This is a "must read" article for teachers who use models in their classrooms.

Maureen Stover  (Seaside, CA)
Maureen Stover (Seaside, CA)


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