THE LEARNING OF MODELING

Abstract

This chapter provides an overview of modeling in science education, particularly some implementations that draw on philosophical discussions. It provides an outline of how the critiques that led to the ‘practice-turn’ in philosophy of science also generated new designs in science education. The practice-turn has become more relevant recently, as contemporary STEM (science, technology, engineering, and mathematics) practices are changing rapidly, bringing together disparate approaches such as computational modeling, machine learning, and making/building of physical models and artifacts, often in tandem. This transition presents an entirely new set of challenges for curriculum development, pedagogy, and teacher professional development, across the world. Some ongoing efforts to introduce contemporary modeling practices (such as computational simulations) in science education are discussed, along with the philosophical background of such designs. The chapter puts forth the argument that the philosophical view of modeling as the quintessential practice of science has the potential to address the ongoing transition. Supporting this view, a gradualist approach to help teachers and students transition to computational and interdisciplinary modeling – by augmenting existing curricula and compensating for its limitations – is outlined. The chapter ends with an overview of some emerging modeling trends, which may require pedagogy designers to study these practices themselves, rather than wait for philosophical characterizations of these practices to emerge.