Teaching With Models

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Teaching With Models

• Dr. Jatinder Singh
• Website Editor IJP
• Dept. of Pharmacology
• Government Medical College, Amritsar 143 001
• jatindersingh_at_vsnl.com

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What is a Model?

• A model is a simplified representation of a
  system, which concentrates attention on specific
  aspects of the system.
• Models enable different aspects of the system
  objects, events, or ideas which are either
  complex, or on a different scale to that which is
  normally perceived, or is abstract.
• These are rendered either visible or more readily
  visible

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Models
Physical Analog
Conceptual
Mathematical
Compare
Reality
Statistical
Visual
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Physical Models

• Interactive physical models of systems can be
  easily observed and manipulated and have
  characteristics similar to key features of more
  complex systems in the real world.
• These models can help bridge the gap between
  conceptual models and models of more complex real
  world systems.
• The most recognisable type of models.

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Why Use Models?

• Provide an environment for interactive student
  activity.
• Enhance systems thinking abilities
• Models and model development are useful for
  helping students learn quantitative skills such
  as graphical analysis, visualization, statistics
  and computational skills

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• .evidence suggests that with the use of
  activity based science programs, teachers can
  expect substantially improved performances in
  science processes
• Bredderman, T. What Research Says
  Activity Science - The Evidence Shows it
  Matters, Science and Children (1982), 1, pp.
  39-41.

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Why Use Models? contd

• Model construction is a way of improving thinking
  skills and enhance collaborative efforts.
• Encourage logic, reasoning and creativity-all
  assets to the scientific thought process.
• An important reason to use a model is that one
  can perform experiments without harming the
  system of interest.

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How to use Models-Technical aspects

• Acquiring the models or ideas in a useable form.
• Identification and use of the proper equipment
  and components for physical models.
• The models should possess a scope for
  manipulating the modelling environment.

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• Models can be used to introduce specific content.
  
• Models can be used to explore "What-if"
  scenarios.
• Models can be used explore the sensitivity of a
  system to variations in its different components.
  
• Models can be used for evaluation during
  examinations.

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Decide on the purpose of the model
Modelling!
Collect information and data
Reject Conceptual Model
Produce a conceptual model
Consider scope and limitation of model
Modify conceptual model
Construct physical model
Design and perform tests
Test Failed
Test Passed
Purpose fulfilled
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Validation

• Important aspect of the process.
• Done at two levels
• The conceptual model by undertaking a dry-run
• Validation of results of the test and analyzing
  them for their corroboration with the real-life
  purpose of the model.
• Documentation of the process of making the model
  should be done to ensure reproducibility.

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• Successful modeling involves a clear perception
  of
• why a model is being produced.
• the audience that would make use of it.
• Construction of the model only requires
  inexpensive materials, which can be found around
  the classroom or purchased at scientific stores.
• Above all - Simplicity

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Examples
Please pass the cauliflower

• Models can range from the downright simple to the
  more sophisticated

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MODEL DEMONSTRATING CARDIOVASCULAR PRINCIPLES
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• Model for intravenous injection

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Model for IV Injection

• Objective - a model to teach IV injecting skills.
• External appearance - reasonably resembles a hand
  and forearm
• Texture - not very similar to skin
• Advantages
• Easy to make
• Can be reused
• Can be used for testing in OSPE
• Students can use for practice

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Conclusion

• Models provide a supplement to traditional
  teaching
• The construction and subsequent manipulation of a
  model demonstrates many important principles.
• The model should be designed
• with clearly defined goals
• relevant content
• questions and answers
• all of these ensure a positive cooperative
  learning experience for both students and
  instructors.

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