Modeling in the Classroom: Making Relationships and Systems Visible

Autor/inn/en	Wilson, Kristy J.; Long, Tammy M.; Momsen, Jennifer L.; Speth, Elena Bray
Titel	Modeling in the Classroom: Making Relationships and Systems Visible
Quelle	In: CBE - Life Sciences Education, 19 (2020) 1, (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.19-11-0255
Schlagwörter	Modeling (Psychology); Teaching Methods; Evidence Based Practice; Guides; Systems Approach; Thinking Skills; Concept Mapping; Instructional Design; Scientific Concepts; Models; Biology; Science Instruction; Introductory Courses; Computer Software; Science Process Skills; Visual Aids; Animation + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Teaching method; Lehrmethode; Unterrichtsmethode; Handbuch; Leitfaden; Systemischer Ansatz; Denkfähigkeit; Concept Map; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Anschauungsmaterial
Abstract	As an instructional tool, models can transform the student experience from the static to the dynamic, the flat to the 3D, and the siloed to the integrated. Few practical resources exist to help instructors transition toward model-based classroom practices. The "Modeling in the Classroom" evidence-based teaching guide provides instructors with a tool kit for incorporating models and modeling into their classrooms (https://lse.ascb.org/evidence-based-teaching-guides/modeling-in-the-classroom). The guide discusses the underpinnings of modeling as a core scientific practice, one that can enable student development of systems thinking skills and understanding of biological concepts. The guide describes a variety of model types, including phylogenetic trees, simulations, animations, diagrams, conceptual models, concept maps, and tactile models supported by summaries of and links to articles and resources. In this paper, we will introduce key findings describing why and how to use models in the classroom. We also describe open research questions needed to address classroom implementation, instructional design, and development of students' knowledge and skills. It is our hope that the guide will provide a suitable combination of research-based findings and practical suggestions that instructors will be supported and encouraged to thoughtfully incorporate modeling to support learning goals. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01