Modeling theory applied; modeling instruction in university physics

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dc.creatorBrewe, Eric
dc.date2006-02-13
dc.date2006-08-10
dc.date.accessioned2026-07-07T07:04:05Z
dc.date.available2026-07-07T07:04:05Z
dc.descriptionThe 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.
dc.descriptionSubmitted to American Journal of Physics
dc.identifierhttps://arxiv.org/abs/physics/0602086
dc.identifierhttp://arxiv.org/abs/physics/0602086
dc.identifier.urihttp://salesiana.dossiersoluciones.com/handle/123456789/109227
dc.subjectPhysics Education
dc.titleModeling theory applied; modeling instruction in university physics
dc.typetext

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