Modeling Instruction is dedicated to
This page serves as a portal to various components of Modeling Instruction. The approach to reform of curriculum design and teaching methodology has been guided by a Modeling Theory of Physics Instruction, the focus of educational research by David Hestenes and collaborators since 1980. Implementation through Modeling Workshops for high school teachers was supported by grants from the National Science Foundation from 1989 to 2005. The documented success of workshops and the enthusiastic response of teachers has stimulated institutionalization and expansion of the program through increased involvement of university physics departments.
History Partners Annual Report Founders and directors Ways to Volunteer or Donate
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Modeling Instruction in High School Physics, Chemistry, Physical Science, and Biology Modeling Instruction in Physics was designated in 2000 by the U.S. Department of Education as one of the seven best K-12 educational technology programs out of 134 programs evaluated. Modeling Instruction in Physics was designated in 2001 by the U.S. Department of Education as one of two exemplary programs in K-12 Science Education out of 27 programs evaluated. |
Modeling Instruction is Effective
(data: 1 page)
NSF report: Findings of the Modeling Workshop Project: 1994-2000. pdf
NSF report: Findings of the ASU Summer Graduate Program for Physics Teachers
(2002-2006) pdf
Opportunities for Professional Growth
The National Science Education Standards (NRC, 1996) emphasize that
"coherent and integrated programs" supporting "lifelong professional development"
of science teachers are essential for significant reform. "The conventional
view of professional development for teachers needs to shift from technical
training for specific skills to opportunities for intellectual professional
growth."
The Glenn Commission report Before It's Too Late states:
"We are of one mind in our belief that the way to interest children in mathematics and science is through teachers who are not only enthusiastic about their subjects, but who are also steeped in their disciplines and who have the professional training—as teachers—to teach those subjects well. Nor is this teacher training simply a matter of preparation; it depends just as much—or even more—on sustained, high-quality professional development."
The following programs are designed to meet this need:
ASU Summer Graduate
Program for Teachers of the Physical Sciences
Professional development courses and Modeling Workshops for teachers
of high school physics and chemistry and junior high physical science.
Course list for summer 2012 (updated May 10, 2012)
Modeling Instruction Workshops Nationwide for Summer 2012 (updated May 10, 2012)
(weblink) American Modeling Teachers Association (AMTA), a 501(c)(3) professional organization of modelers. How to join; application form; classroom resources contributed by teachers who use Modeling Instruction; workshop webpages.
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NSF-supported research to reform introductory physics at the university/college
level. (updated Dec. 2007) Modeling-friendly short workshops for two-year college and high school teachers that are NSF-funded in 2011 to 2014.
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Research findings, publications and evaluation instruments [Force Concept Inventory (FCI), Mechanics Baseline Test (MBT), Views About Science Survey (VASS), RTOP Self-Assessment, links to research-based concept inventories in sciences]. Dissertations; evaluations of Modeling Instruction and other programs in physics. Two taxonomies of student conceptions about force and motion.
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Cognitive Instruction in Mathematical Modeling The CIMM program is transforming mathematics education to include conceptual understanding (grouping structure), symbol construction (algorithmic manipulations), problem solving and mathematical reasoning. (updated May 2011) |
Professional Development, Community, Policy and Vision
Remodeling Science
Education, by David Hestenes (Invited talk in
Taiwan, 2011)
Modeling Instruction
for STEM Education Reform, a major proposal by
David Hestenes (2009)
A Critical Role
for Physics Departments in K-12 Science Reform, by
David Hestenes and Jane Jackson (2004, 160kb)
Activities and Significance
of the Modeling Workshop Project (1994-2000), by David Hestenes.
David Hestenes' vision for high school physics is reflected in the activities,
contributions, and significance expressed in the 10-page document submitted
to the NSF.
University - School partnerships
- for sustained science education reform.
Documents
for persons who want to seek funding and organize a Modeling Workshop
National Center for Physics Education
A proposal to stimulate action by the physics community, submitted
by David Hestenes to the AAPT.
Local Physics
Alliances - Learning communities of physics teachers.
AzAAPT
- Follow this link to learn about activities of the Arizona
Section of the American Association of Physics Teachers. (Updated
in 2012.)
This page is maintained by Jane Jackson and Larry Dukerich.
Last updated on May 10, 2012
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