Modeling theory applied; modeling instruction in university physics

Abstract

The modeling theory of instruction is widely applied and highly successful in high-school instruction, and seldom in university physics. One reason is lack of familiarity with models in the physics classroom. Ongoing curriculum development has initiated application of modeling theory at the university level. This paper describes a university physics class as it progresses through a modeling cycle, including model development, application and adaptation, extension, and revision in an effort to reify the role of models in a class. Benefits of modeling instruction are identified and include effective knowledge organization and consistency with accepted scientific practice.