Rethinking Modelsby: Richard Frazier

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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.

  • Elementary
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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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