re: Constructivist Physics

[jane.jackson@asu.edu (Jane Jackson)]

Dave Simmons asks:
> 2       What are teaching techniques or physics curricula which support
> constructivist learning?

Modeling Instruction in high school physics is a constructivist teaching
technique.  It was developed by Dr. Malcolm Wells, a high school physics
teacher here in Tempe, AZ. Malcolm started the work in the early '80's when
he decided to earn a doctorate after teaching h.s. physics for more than 20
years.  He came to Prof. David Hestenes at ASU to discuss a thesis topic.
David gave him some papers that he had written on a modeling theory of
physics instruction.  Malcolm studied them and implemented the ideas in his
regular and honors physics courses.  Out of it came his doctoral
dissertation.  He continued refining the method until his death 2 years
ago.

Here is a description of the modeling method.


                        MODELING METHOD Synopsis

The Modeling Method aims to correct many weaknesses of the traditional
lecture-demonstration method, including the fragmentation of knowledge,
student passivity, and the persistence of naive beliefs about the physical
world.

              What to teach: model-centered instructional objectives

To engage students in understanding the physical world by constructing and
using scientific models to describe, to explain, to predict and to control
physical phenomena.

To provide students with basic conceptual tools for modeling physical
objects and processes, especially mathematical, graphical and diagrammatic
representations.

To familiarize students with a small set of basic models as the content
core of physics.

To develop insight into the structure of scientific knowledge by examining
how models fit into theories.

To show how scientific knowledge is validated by engaging students in
evaluating scientific models through comparison with empirical data.

To develop skill in all aspects of modeling as the procedural core of
scientific knowledge.


               How to teach: student-centered instructional design

Instruction is organized into modeling cycles which engage students in all
phases of model development, evaluation and application in concrete
situations  -- thus promoting an integrated understanding of modeling
processes and acquisition of coordinated modeling skills.

The teacher sets the stage for student activities, typically with a
demonstration and class discussion to establish common understanding of a
question to be asked of nature. Then, in small groups, students collaborate
in planning and conducting experiments to answer or clarify the question.

Students are required to present and justify their conclusions in oral
and/or written form, including a formulation of models for the phenomena in
question and evaluation of the models by comparison with data.

Technical terms and representational tools are introduced by the teacher as
they are needed to sharpen models, facilitate modeling activities and
improve the quality of discourse.

The teacher is prepared with a definite agenda for student progress and
guides student inquiry and discussion in that direction with "Socratic"
questioning and remarks.

The teacher is equipped with a taxonomy of typical student misconceptions
to be addressed as students are induced to articulate, analyze and justify
their personal beliefs.
_______________________________________________________________________
-> For more details point your web browser to
http://modeling.la.asu.edu/modeling.html


Jane Jackson, Prof. of Physics, Scottsdale Comm.College (on leave)
Box 871504, Dept. of Physics, Arizona State Univ., Tempe, AZ 85287-1504.
phone:(602) 965-8438    fax: 965-7331    e-mail: jane.jackson@asu.edu
Modeling Workshop Project: http://modeling.la.asu.edu/modeling.html