Modeling Instruction, under development since 1990 under the leadership of David Hestenes (Emeritus Professor of Physics, Arizona State University), corrects many weaknesses of the traditional lecture-demonstration method, including fragmentation of knowledge, student passivity, and persistence of naive beliefs about the physical world. Unlike the traditional approach, in which students wade through an endless stream of seemingly unrelated topics, Modeling Instruction organizes the course around a small number of scientific models, thus making the course coherent. It applies structured inquiry techniques to the teaching of basic skills and practices in mathematical modeling, proportional reasoning, quantitative estimation and technology-enabled data collection and analysis. Continue reading Welcome
Matt Greenwolfe, a long-time physics modeler, recently had an article published in The Physics Teacher (April 2015) describing a robotic kinematics apparatus he designed. Students program the robot by drawing kinematic graphs on a computer and then observe its motion. The full article is available on the Publications and Report page under the [Research] tab. Enjoy.
Here is a link to David Hestenes’ editorial which appears in the Feb 2015 edition of AJP.
Posted with the permission of AAPT
Am. J. Phys. 83, 101 (2015); http://dx.doi.org/10.1119/1.4904763+
Modeling teachers are often asked how well Modeling Instruction aligns with the NGSS Science & Engineering Practices. A group of modelers worked on such a document and now it’s ready for members to download. We hope it proves helpful to Modeling teachers in their discussions with curriculum directors and other teachers.
Modeler Tim Burgess’ team of physics students took top honors in the University of Alabama High School Physics Competition again this year. Tim made a deal with the team that, if they won, he would shave his head. He had to do that, two years in a row, because the team won. Read about it at http://drburgess.blogspot.com/2014/02/