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Using Models and Modeling in Science: Difference between revisions
From OER in Education
Using Models and Modeling in Science (view source)
Revision as of 15:54, 28 September 2012
, 13 years agosubjects, ages, types
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{{Rinfo | {{Rinfo | ||
|type= Teacher Education | |||
|title= Using Models & Modelling in Science | |title= Using Models & Modelling in Science | ||
|topic= Models | |topic= Models | ||
|final=yes | |final=yes | ||
|subject= Science, Teacher Education | |subject= Science, Teacher Education | ||
|tagline=Teachers use models to help pupils make sense of their observations | |tagline=Teachers use models to help pupils make sense of their observations | ||
|resourcenumber=TE0060 | |resourcenumber=TE0060 | ||
|image=Climateforgrouptalk-dfes1.jpg | |image=Climateforgrouptalk-dfes1.jpg | ||
|age= Secondary | |age= Higher, Secondary | ||
|content= This 23-page study unit offers practical examples of using models for teaching science. It distinguishes between analogies such as 'energy as money' and 'digestive enzymes as scissors' and models such as using spheres to show day and night. It tells about different types of model as tools for explaining ideas. The final major part of the unit looks at using 'models' to give students an opportunity to write at length. | |content= This 23-page study unit offers practical examples of using models for teaching science. It distinguishes between analogies such as 'energy as money' and 'digestive enzymes as scissors' and models such as using spheres to show day and night. It tells about different types of model as tools for explaining ideas. The final major part of the unit looks at using 'models' to give students an opportunity to write at length. | ||
|toc=<br /> | |toc=<br /> | ||
