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Modeling for Understanding
PROCEEDINGS

, , MIT, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

The call for "using simulations and models" is nearly ubiquitous across modern science and mathematics standards and frameworks (National Council of Teachers of Mathematics, 1998; National Committee on Science Education Standards and Assessment, 1996; Project 2061, 1993). Yet, there is little specification or agreement about what "using simulations and models" means. This paper focuses on one method we used to introduce model design and creation to a group of high school teachers. Teachers with model-building skills can easily customize modeling environments for their classes. More importantly, model building can enable teachers to approach their curricula from a more holistic perspective, as well as gain insights into the inquiry process and the concepts underlying their models. The model construction process served as a means of strengthening the teachers' understanding of subject area content and pedagogical principles, and these benefits extend to their students.

Citation

Klopfer, E. & Colella, V. (2000). Modeling for Understanding. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1906-1911). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

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References

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