Angela Osterman Meyer, Ph. D.Manuel J. Mon, M.D., Ph. D. 2012 FCR-STEM Conference

December 6 Session A28

Workshop goalsProvide a conceptual foundation

Constructivist teaching, inquiry-based learning, the Conceptual Change Model, Mental Model Building (MMB)

Demonstrate using MMB and students’ observations as the foundation for a student projectThe Lunar Phases Project

Brainstorm, visualize, and begin outlining future projectScaffolding provided

Bloom 1956, Pohl 2000

Didactic modelsInstructor-centeredPresentation, practice, review, testFocus on memory of vocabulary and

proceduresSeldom elicits critical thinkingLittle or no student collaborationStudents take a passive roleEncourages lower-level student learning

(Remembering, Understanding)

summarized by R. Hubing and presented by L. Frost 2012

Constructivist modelsLearner-centeredAnalysis, discovery, synthesis, applyFocus on developing deep understandingCritical thinking is built into these modelsStudent collaboration is strongly encouraged,

with individuals accountable for learning and contributing

Students take an active role in their own learningEncourages higher-level learning (Creating,

Evaluating)

summarized by R. Hubing and presented by L. Frost 2012

Inquiry-based teachingFollows the constructivist perspectiveThe instructor’s role is to facilitate student learningStudents participate in activities encouraging

exploration, concept invention, and application (as opposed to “cookbook” activities)

Community and cooperation are valued. Students actively discuss and analyze ideas in groups.

To learn concepts, students are given opportunities to discover information themselves rather than simply read a chapter or memorize the instructor’s notes.

presented by L. Frost 2012

Conceptual Change ModelStudents become aware of their own

preconceptions about a concept by thinking about it and making predictions (committing to an outcome) before any activity or instruction begins.

Students expose their beliefs by sharing them, first in small groups, then with the class.

Students confront their beliefs by testing and discussing them in small groups.

Stepans 2003

Conceptual Change ModelStudents work toward resolving conflicts

between their initial ideas and their new observations, thereby accommodating the new concept.

Students extend the concept by trying to make connections between the concept learned in the classroom and situations outside of the classroom.

Students are encouraged to go beyond, pursuing additional questions and problems related to the concept.

Stepans 2003

Use of models in scienceStrengths

Models are a strong component of real scienceMuch more intriguing than textbook readings or a

verbal explanationWeaknesses

Models can also create misconceptions (e.g. 2-d drawings of Earth’s nearly circular orbit around the Sun shown from the side look like an exaggerated ellipse)

If only one model is provided, that may be perceived as the “official,” complete picture rather than simply one of many possible, correct diagrams or models

Mental Model Building (MMB)Follows from the Conceptual Change ModelStudents first create a visual or concrete model

that represents their preconceptionsStudents gather information about the conceptStudents study and analyze the information

collected in relation to their preconceptions and the problem or concept under investigation

Finally, students revise their thinking and refine their models to reflect their new understanding

Schmidt, Gischel, & Stepans 2012

How MMB supports inquiry-based learningStages of Inquiry Phases of Mental

Model Building

Analysis Visualizing preconceptions

Discover Gathering information, Analyzing information

Synthesis Revising models

Schmidt, Gischel, & Stepans 2012

Combining MMB with students’ observationsThe Lunar Phases ProjectDevelopment began in Fall of 2008Implementation began in Spring of 2009Development and results through Spring of

2011 published in the Astronomy Education Review by Meyer, Mon, and Hibbard (2011)

Getting startedExamples of topics suitable for

MMB/observational projectsThe observations can be real or simulated

(e.g. use applets available online)MMB can also be applied to more abstract

concepts, where models are still useful even though observations may not be available or useful

Resources/ReferencesBloom, B. S. 1956

Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Stepans, J. L. 2008 Targeting Students’ Science Misconceptions Tampa, FL: Showboard, Inc.

Schmidt, D. L., Gischel, C., & Stepans, J. L. 2012 “Models, Methods and Strategies for a New Era”, in preparation

Meyer, A. O., Mon, M. J., & Hibbard, S. T. 2011 “The Lunar Phases Project: A Mental Model-based Observational Project for Undergraduate Nonscience Majors,” Astronomy Education Review, 10, 010203

Pohl, M. (2000) Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow

AcknowledgementsThis work is supported in part by NASA through the

Florida Space Grant Consortium, by FGCU’s College of Arts and Sciences, and by FGCU’s Whitaker Center for STEM Education

Dr. Susan J. Cooper and Dr. Diane Schmidt of FGCU’s College of Education

Dr. Laura Frost, Director of FGCU’s Whitaker Center for STEM Education