Arizona State University Modeling Instruction and Master of Natural Science Programs
Impact
Since 2000, the ASU Modeling Instruction Program has served more than 1000 teachers and benefited a million students. Nearly 10% of physics teachers nationwide use Modeling Instruction. It received the 2014 Excellence in Physics Education Award by the American Physical Society. Student achievement on tests of concept understanding is typically double that of traditional instruction. Models and theories are the purpose and the outcomes of scientific practices. They are the tools for engineering design and problem solving. Thus, modeling guides all other practices.
Accomplished
- Need Accomplished
- Evaluation Accomplished
- Sustainability Accomplished
- Replication & Scalability Accomplished
- Partnerships Accomplished
- Capacity Accomplished
- Challenging & Relevant Content Accomplished
- STEM Practices Accomplished
- Inspiration Accomplished
- Under-Represented Groups Accomplished
I teach in a very high needs school in Phoenix. Due to an extreme shortage, they asked me to teach physics. ASU Modeling Workshops have been an incredible resource for me; my administrators are constantly impressed by my teaching methods and I owe it all to modeling.
Design Principles
The programs in this database clear a high bar. STEMworks reviewed each program against the Design Principles for Effective STEM Philanthropy. Programs must be Accomplished (
) across all Design Principles, or be Developing (
) in a maximum of three areas.
Overarching Principles
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Need Accomplished
Identify and target a compelling and well-defined need.
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Evaluation Accomplished
Use rigorous evaluation to continuously measure and inform progress towards the compelling need identified.
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Sustainability Accomplished
Ensure work is sustainable.
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Replication & Scalability Accomplished
Demonstrate replicability and scalability.
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Partnerships Accomplished
Create high impact partnerships.
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Capacity Accomplished
Ensure organizational capacity to achieve goals.
STEM Principles
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Challenging & Relevant Content Accomplished
Offer challenging and relevant STEM content for the target audience.
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STEM Practices Accomplished
Incorporate and encourage STEM practices.
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Inspiration Accomplished
Inspire interest and engagement in STEM.
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Under-Represented Groups Accomplished
Identify and address the needs of under-represented groups.
Program Overview
The Master of Natural Science (MNS) degree and the Modeling Instruction Program are two innovative and successful approaches to science teacher development in Arizona. At a time when most of the state’s physical science teachers are teaching out of field, these programs improve learning and achievement of K-12 students in science and mathematics by providing model-centered professional development for teachers in grades 8 through 12. Instead of relying on lectures and textbooks, Modeling Instruction emphasizes active student construction of conceptual and mathematical models in an interactive learning community. Teachers engage students with simple scenarios where students learn to model the physical world. Modeling instruction emphasizes experimental design. It develops students’ ability to analyze data, reach a conclusion, and defend that conclusion. Other 21st century skills developed include scientific use of computers and probeware, teamwork, and verbal and written communication skills. Students become self-directed, independent learners. ASU Modeling Instruction provides teachers nine distinct 90-hour Modeling Workshops in physics, chemistry, and physical science with mathematics. The MNS degree with concentration in physics adds eleven more courses in interdisciplinary science and contemporary physics. ASU is committed to social and cultural embeddedness in Arizona. Our programs primarily serve Arizona, but teachers worldwide participate. Ultimately, our programs serve the public good. For information, visit: http://modeling.asu.edu and https://physics.asu.edu/graduate/mns
Funders and Partners
The ASU Modeling Instruction and MNS programs are funded by The Boeing Company, Salt River Project, Arizona Technology Council, and individuals. Former funders include the National Science Foundation, ESEA Title II-A “Improving Teacher Quality” Program, Knowles Foundation, Cheng Foundation. The scale-up national partner is the American Modeling Teachers Association (AMTA), formed in 2005 to ensure sustainability of Modeling Instruction and expand it to more sciences and to middle school. Other partners include science education researchers, Arizona Science Education Leadership Association (AzSELA), American Association of Physics Teachers (AAPT). A list is at http://modeling.asu.edu/Partners.htm