Models in Physics, Models for Physics Learning, and Why the Distinction may Matter in the Case of Electric Circuits

Abstract

Models are important both in the development of physics itself and in teaching physics. Historically, the consensus models of physics have come to embody particular ontological assumptions and epistemological commitments. Educators have generally assumed that the consensus models of physics, which have stood the test of time, will also work well as teaching models, and for many topics this assumption is at least unproblematic and in many cases productive. However, in the case of electric circuits the consensus models are highly abstract and consequently inaccessible to beginning learners. Certain historically derived analogues for the consensus models are accepted in texts, but these are demonstrably ineffective for helping learners grasp the fundamental concepts of electric circuits. While awareness of other models circulates informally in the teaching community, these are not well documented in the science education literature and rarely referred to in authoritative texts, possibly because the models do not share the ontological assumptions and epistemological commitments that characterise consensus models. Consequently these models have not been subjected to a disciplined critique of their effectiveness for teaching purposes. In this paper I use criteria drawn from the science education literature to reflect on why I have found particular models valuable in teaching electric circuits. These criteria contrast with the epistemological and ontological features that characterise the consensus models of science, and my reflection leads me to attend explicitly to the ways in which meanings are created within physics. This suggests that all models, whether consensus models or not, can be used more knowingly for important educational ends.

Creating a Culture of Inquiry in the Classroom While Fostering an Understanding of Theoretical Concepts in Direct Current Electric Circuits: A Balanced Approach

“…When students were asked to reason about the effect of resistance in combined series/ parallel circuits, the model seemed to reach its limits when its use became complicated for both students and teacher. The charged particle model is one of the models and metaphors of electricity that students encounter in their school career (Hart, 2008). It also might help students to take subsequent steps in learning electricity, such as understanding resistivity and Ohm's law.…”

From Teaching Physics to Teaching Children: Beginning teachers learning from pupils

“…The concepts in Table 3 were derived from the six components which Shulman (1987, p. 8) suggested were part of PCK. When teaching about electricity, teachers may use large numbers of analogies and metaphors, and Hart (2008), so analogies and metaphors were included in the list of concepts. Similarly, reflection has been identified as an important component of teacher development, McNally & Blake (2010), and was therefore included in the list of concepts.…”

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

“…MBI is also believed to facilitate a collaborative learning environment where students work in pairs or small groups to discuss and critique each other's works (Fazio et al, 2008;Penner, 2001;Wu, 2010). The effectiveness of MBI has been supported by many empirical studies, with research findings suggesting it improve students' comprehension of science content (Hart, 2008;Khan, 2007;Passmore & Stewart, 2002;Sell, Herbert, Stuessy, & Schielack, 2006), as well as inquiry skills and critical thinking skills (Stratford, Krajcik, & Soloway, 1998;White, 1993).…”

“…M o d e l i n g -B a s e d instruction (MBI), as defined by Shen and colleagues (2010), is an innovative way to teach science that represents and explains scientific processes and phenomena through the activities of using, creating, sharing, and evaluating models. It has been studied and implemented in the last three decades and has demonstrated effectiveness in improving students' conceptual understanding, critical thinking, and inquiry skills in science (Hart, 2008;Hestenes, 1987;Khan, 2007;Lehrer & Schauble, 2006;Passmore & Stewart, 2002;Schwarz et al 2009;Sell, Herbert, Stuessy, & Schielack, 2006;White, 1993;Windschitl, Thompson, & Braaten, 2008).. Researchers have proposed MBI frameworks from different theoretical perspectives.…”