Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.
Knowledge and Skills Statement
Further Explanation
All models have strengths and weaknesses; understanding those limitations helps scientists and engineers select the most appropriate model. The advantages of models may include seeing something that would otherwise be too big (the solar system) or too small (bacteria), manipulating the parts to see how they work together, and using less expensive or easier to find materials to build it. Disadvantages of models may include not being completely accurate about the phenomena the model represents.
Teachers may use a Plus, Minus, Delta chart or some other form of graphic organizer to help students think about and discuss strengths and weaknesses of models.
Supporting Information
Research
Krell, Moritz, Biance Reinisch, and Dirk Krüger. "Analyzing Students’ Understanding of Models and Modeling Referring to the Disciplines Biology, Chemistry, and Physics." Research in Science Education 45, no.3 (2014): 367-393. doi:10.1007/s11165-014-9427-9
Summary: Secondary school students (N = 617; grades 7 to 10) understanding of models and modeling was assessed. The findings show significant differences between students’ biology-, chemistry-, and physics-related understandings of models and modeling. The findings suggest that models may be used in a rather descriptive way in biology classes but in a predictive way in chemistry and physics classes.
Research
Bielik, Tom, Sebastian T. Opitz, and Ann M. Novak. "Supporting Students in Building and Using Models: Development on the Quality and Complexity Dimensions." Education Sciences 8, no. 3 (2018): 149. https://doi.org/10.3390/educsci8030149
Summary: Past research has identified elements underlying modeling as a core science and engineering practice, as well as dimensions along which students learn how to use models and how they perceive the nature of modeling. To extend these findings by a perspective on how modeling practice can be used in classrooms, we used design-based research to investigate how the modeling practice elements, i.e., construct, use, evaluate, and revise, were integrated into a middle school unit about water quality that included using an online modeling tool. We discuss the implications of applying modeling practice in classrooms and explain how students make use of the different modeling practice elements by developing their models in the complexity and quality dimensions.