Modeling Research

Enabling students to visualize the unobservable

Computer-based modeling environments offer real potential for breakthroughs in science learning. Computer models help students visualize scientific concepts that are not observable in real life. For example, students can use a model of atoms and a temperature sensor to visualize and better understand the connection between temperature and the motion of atoms.

Research by the Concord Consortium and others has demonstrated that guided exploration of models can strengthen student understanding of fundamental concepts in math and science. However, more research is needed to demonstrate the effectiveness of this approach in reaching all learners.

In December 1999 the Molecular Workbench project began developing and testing professional grade molecular models adapted for the classroom; an extension project, CCAToms,  funded initial development of modeling chemical reactions and 3D biology. Molecular Logic extended the modeling to high school biology, and Molecular Literacy to biotechnology and nanotechnology students in community colleges.

In November 2001 with our partner organizations the Concord Consortium launched Modeling Across the Curriculum, a longitudinal study that will measure the educational impact of model-based technologies in high school science classes.

To guide student exploration of models, we have developed a hypermodel architecture that can flexibly scaffold learning and assess student progress. We are currently producing model-based activities for genetics, and atomic and molecular systems.

In our research project Data & Models we are investigating middle school students' conceptual understandings of heat and temperature through hands-on experimentation and model-based visualizations.

With our partners at the University of California at Berkeley, we are developing model-based curricula for teaching plate tectonics. With only a few simple modeling tools, students can visualize hidden processes inside the earth, which helps them better understand geological phenomena such as earthquakes, volcanoes, continental drift, and mountain formation.

For more information about our approach to models and hypermodels, see the following articles from @CONCORD:

• Pedagogica to the Rescue
• Hypermodels: New tools for learning
• Molecular Workbench Zooms In
• Reconciling Conflicting Evidence: Researchers use models and handhelds to investigate how students learn science