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In the classroom
Misconceptions
A key misconception in this area is of the nature
of a computer-based model. For example, when I worked on the 'Tools for
Exploratory Learning' project, we found that many children regarded the
computer representation as 'the real thing', saying, for example that
something 'must be right because the computer says so'. So when teaching
it is important that you explicitly get pupils to think about the range
of utility of models they use and/or construct - of the basis of
the rules etc. used in its construction. One key way of achieving this
to to examine ways in which the model is different from the object/event
being modelled - as well as the ways in which they are similar.
The book "Learning with Artificial Worlds"
by Mellar et al. (IoE library reference Loz Butb MEL) which derives
from the work of the 'Tools' project is a good source of the misconceptions
pupils have about the nature of computer models.
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Classroom examples
I have written a number of examples
of how spreadsheets can be used in 'A' level chemistry, and (as part of
a large EU funded project) Fani Stylianidou has conducted a number of
case studies of teachers using
computer modelling in science. Although these were science teachers many
of the issues raised in her work are of general concern.
In addition, Sadaf Sajid has written a series of
worksheets to show pupils how to produce and use the 'If'
function, Lookup Tables,
Combo Boxes and Conditional
Formatting.
See the 'Modelling'
page on DigitalBrain's London Grid for Learning site - and decide how
much of this is really applicable to KS4.
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Teaching point
The task set today was open-ended in that it allowed
you to produce models of varying complexity. In this it was another example
of differentiation by outcome. However, there is a problem with tasks
of this sort. If you planned to construct an 'all singing and dancing'
model you would not have had time. If however you started with a simple
model and then augmented it you would have had time - and would have produced
a working product.
It is important that pupils get a sense of achievement
- that they complete tasks and can see a product. If the task is as open-ended
as the one set today, then if pupils plan at the outset to produce a complex
product they can often run out of time and have no useable product at
the end of the lesson. This will lessen their motivation. It is important
therefore to ensure that they set themselves tasks that they can complete
(given their ability and the time available). Simple models can always
be augmented if time permits.
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Other Resources
The DfEE Schemes of Work
You should look at the following units of the DfEE
schemes of work:
Key Stage 2: unit 3D, Exploring
simulations; unit 5A, Graphical
modelling; 5D, Introduction
to Spreadsheets; 6B, Spreadsheet
modelling;
Key Stage 3: unit 4 Models
- rules and investigations.
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Books/Papers
The book "Learning with Artificial Worlds"
by Mellar et al. (IoE library reference Loz Butb MEL) is an excellent
introduction to the issues involved in different types of modelling activities.
The website of the'ModellingSpace'
(sic) project has an excellent collection of links
to relevant people, projects, papers, resources and software. The project
is part of the EU's IST programme.
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