Chapter 5

This week in my science class and this class has really focused on models. So far, my outlook on models has drastically changed. At the beginning of the week, I had a clear picture of what makes a model – a 3-D object. I kept thinking of the physical models I made in my elementary school experiences such as models of the Grand Canyon or plant cells. I’m glad the idea behind models has broadened to include things like flow charts, concept maps, spreadsheets, and even databases management systems. I’m just amazed.

The only model suggestion mentioned in the book that I have experience using are concept maps. This form of modeling really helps me, because it still is a form of visual representation of my ideas and thoughts concerning how concepts relate to one another. Sometimes concept maps get messy, but they force users to think about everything they know about a topic. The book mentioned a year long concept map that included students’ content knowledge from lectures, books, and other informative sources in the classroom. The book argues that this type of assignment would help students organize and comprehend the domain of knowledge instead of memorizing everything. I think this would be helpfully when focused on a specific subject. This could help me, as the teacher, relate ideas to one another and help students visually see everything that they have learned. I keep thinking that at the end of the year they would be so impressed when they see the size of the concept map and amount of knowledge they learned over the school year.

Modeling Systems- I’m somewhat overwhelmed by the picture on pg. 87. There is a lot going on in this model. I’ve never used a simulation modeling system; however, I think this gives students a chance to be interactive with their model. This may be the best virtual model to compare to a hands on model that students can physically interact with. The book describes that this model, specifically Stella, might be not be appropriate for elementary students due to the formal operational reasoning required. Compared to concept maps I could see this simulation system being a little overload for younger students. Concept maps are definitely more appropriate for elementary students.

The book mentions that spreadsheets can be used for analyzing data, mathematics comprehension, visualization, and simulation modeling tools. Personally, I’ve only use spreadsheets once in a college class. However, I think this idea of spreadsheet simulations is a wonderful tool to help students organize math concepts and see how graphs or columns change. I have some questions about how this can be used in and created.

Overall, models help students visually organize their knowledge or discover new relationships. Also, models can satisfy so many different learning styles. I don’t feel confident in most of the models to use them in my classrooms. I would definitely have to do my homework before using these models.