Modeling in the Classroom: Making Relationships and Systems Visible

Abstract

As an instructional tool, models can transform the student experience from the static to the dynamic, the flat to the 3D, and the siloed to the integrated. Few practical resources exist to help instructors transition toward model-based classroom practices. The Modeling in the Classroom evidence-based teaching guide provides instructors with a tool kit for incorporating models and modeling into their classrooms ( https://lse.ascb.org/evidence-based-teaching-guides/modeling-in-the-classroom ). The guide discusses the underpinnings of modeling as a core scientific practice, one that can enable student development of systems thinking skills and understanding of biological concepts. The guide describes a variety of model types, including phylogenetic trees, simulations, animations, diagrams, conceptual models, concept maps, and tactile models supported by summaries of and links to articles and resources. In this paper, we will introduce key findings describing why and how to use models in the classroom. We also describe open research questions needed to address classroom implementation, instructional design, and development of students’ knowledge and skills. It is our hope that the guide will provide a suitable combination of research-based findings and practical suggestions that instructors will be supported and encouraged to thoughtfully incorporate modeling to support learning goals.

Model-based Instruction as an Activity in Teaching a Pharmaceutics Course

“…Studies have shown that modelling is particularly suited for small-group work, as it permits students to communicate more during the modelling process. 10,19 As in our study, using a small group in MBI enhances the discussion among the group when selecting the components that are required to demonstrate the model. Such interactions not only facilitate the selection of the representation mode but also increase the likelihood that students will understand the knowledge through self and peer learning.…”

“…This approach provides instructors with insight into student thinking and allows students to improve their knowledge through different modes. 28,29 The models that are created by students can enhance the students' critical thinking and promote deep and long-lasting learning by engaging them in the learning process. 28 This is an important consideration since some pharmaceutics courses are generally taught in the early stages of number of PharmD programme curriculum and may gradually be forgotten by the time student's graduate.…”

“…A recent study outlined a teaching guide for integrating modelling into biology classrooms. 19 The guide offered different model types that are commonly used in teaching biology; however, the concept can be extended to other subjects such as pharmaceutics. This study aimed to explore incorporating MBI as learning activities in teaching a pharmaceutics course.…”

Fostering Students’ Understanding of Complex Biological Systems

“…, 2015 ). According to Wilson et al. (2020 , p. 5), models can change students’ views on biological processes “from the static into the dynamic, the flat to the 3D, and siloed to integrated.” Two types of models are computational and qualitative.…”

Complex Systems in a Complex Time: Two Flexible Activities Using Online Models to Study Infectious Disease Transmission and Code Complex Systems Simulations †

“…Literature shows that, when done properly, virtual educational experiences can be as effective as traditional teaching, even in lab-based courses. Furthermore, virtual education may be improved by using modeling and simulations (1)(2)(3)(4). In 2011, the American Association for the Advancement of Science Vision and Change document established educational foci to include using models and simulations (competency #3) and understanding complex systems (core concept #5) (5).…”