Greater scope for computer modelling within secondary education

14 January 2010

Science pupils use computer models to the full, but build very few of these models themselves, says Dutch researcher Bart Ormel. This means they gain little experience with typical scientific issues such as making simplifications, assessing uncertainties and the critical evaluation of model results. This modelling process is a difficult one for teachers to teach.

'Calculate the landing speed of the parachutist': just one of the problems that secondary pupils can solve with the aid of computers. They are increasingly using computer models in science subjects, but international research shows that if the pupils make the models themselves, they gain a better understanding of the material they are taught. They also gain a clearer picture of the possibilities and limitations of their own knowledge and of how knowledge is actually acquired.

The set-up of computer modelling

During his PhD research, Ormel – together with a panel of teachers – developed courses in which pupils made their own computer models. In two stages, lessons and materials were designed, tested by the teachers and then adjusted. There was one course for making a model of the earth’s climate and another for making a model of the decay of radioactive materials. After the implementation of these course in real classrooms, Ormel analysed the teaching that had taken place. To do this, he used video and audio recordings of the lessons, pupils’ notebooks, screen and audio recordings from when the pupils were sitting working at the computers, and a questionnaire.

Substantive teaching goals and process goals compete with each other

It transpired that the substantive teaching goals and the process goals were occasionally vying for precedence. Teachers often took it upon themselves to show how the modelling had to be done, and emphasised the course content. However, modelling requires a more pupil-oriented approach in which choices are justified and evaluated, as this is the way pupils learn the most about modelling. Pupils’ previous knowledge about the topic that is the subject of the modelling exercise can often be put to good use, but teachers still have the important job of processing this knowledge critically, according to Ormel.

IT modelling tools are available to make the modelling process accessible for the pupils, but present-day didactic approaches focus primarily on the results of the models, and not on the process of producing the model itself. According to Ormel, this can be changed if the modelling is integrated into the didactic continuing education programme for teachers. The lesson plans for modelling also have to be expanded, to accommodate teachers’ differing teaching styles.

Curriculum vitae

Ormel’s thesis is entitled The physical modelling of dynamic systems; Towards a didactic for secondary education. The research was funded by the Programme Council for Educational Research, part of NWO.

About NWO

The Netherlands Organisation for Scientific Research (NWO) is the principal Dutch science funding body and its mission is to facilitate excellent scientific research in the Netherlands by means of national competition. Each year NWO spends more than 700 million euro on grants for top researchers, on innovative instruments and equipment, and on institutes where top research is performed. NWO funds the research of more than 5300 talented researchers at universities and institutes. Independent experts select proposals by means of a peer review system. NWO facilitates the transfer of knowledge to society.

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last modified on 12 February 2010