Scientific modelling Example of scientific modelling. A schematic of chemical and transport processes related to atmospheric composition. Scientific modelling is a scientific activity. The aim of which is to make a particular part or feature of the world easier to understand, define, quantify, visualize, or simulate. It requires selecting and identifying relevant aspects of a situation in the real world and then using different types of models for different aims, such as conceptual models to better understand, operational models to operationalize, mathematical models to quantify, and graphical models to visualize the subject. Modelling is an essential and inseparable part of scientific activity, and many scientific disciplines have their own ideas about specific types of modelling.[1][2] There is also an increasing attention to scientific modelling[3] in fields such as philosophy of science, systems theory, and knowledge visualization. Overview[edit] Scientific modelling basics[edit] Simulation[edit]
Web links for modelers Modeling Instruction blogs, websites, and articles Mark Schober's website is a goldmine! It is a coherent course: includes modeling syllabus, worksheets, projects, readings, etc. for an entire year of high school physics (the 9 mechanics units, electric charge, sound & music, 3 models of light, and Six Flags Amusement Park physics). Accompanying each unit for the entire year are: key ideas, online simulations, practice problems, and relevant web links. Mark is a Modeling Workshop leader, and he helped develop the "models of light" workshop materials. Mark Schober's and other expert modelers' improved paradigm labs for mechanics units 7, 8, and 9 (central force particle model, energy transfer model, and impulsive force model) are among 260 compilations at archive of teacher contributions to the Modeling listserv. Amusement park physics: The St. Movies of modelers! Seth Guinal-Kupperman's video on his high school physics course in NYC. includes commentary by Prof. Modelers' blogs:
Modeling Instruction in High School Physics Modeling InstructionTM in High School Sciences The Modeling Method of High School Physics Instruction began development at Arizona State University in 1990 under the leadership of David Hestenes, now Emeritus Professor of Physics, and Malcolm Wells, award-winning high school physics teacher in Tempe. The program cultivates physics teachers as school experts on effective use of guided inquiry in science teaching, thereby providing schools and school districts with a valuable resource for broader reform. Program goals are fully aligned with National Science Education Standards and with the NRC "Framework for K-12 Science Education", the research basis for the Next Generation Science Standards. The Modeling Method corrects many weaknesses of the traditional lecture-demonstration method, including fragmentation of knowledge, student passivity, and persistence of naive beliefs about the physical world. Articles for everyone Articles, presentations, recommendations for educators
American Modeling Teachers Association | Supporting Modeling Instruction around the USA and the world. Présentation de Miro L’usage C’est une solution freemium* particulièrement polyvalente comparable à IObeya (solution de salle Obeya virtuelle), très pratique pour une majorité d’usages issus du lean management**. Miro vous propose donc des tableaux blancs virtuels illimités. Il vous permet de gérer visuellement tous types de projets. Accessibles à distance, les ” boards “ (salles virtuelles) sont modifiables en temps réel par tous les utilisateurs. C’est l’une de ses différences comparé avec la concurrence, Miro a la volonté d’être intégré aux différents flux de travail et de centraliser le maximum d’outils de collaboration. Différents environnements disponibles pour Miro La solution Miro peut être déployée sur différents systèmes L’environnement de déploiement privilégié de Miro reste les navigateurs Internet, il peut être pratique d’utiliser l’application « Desktop » qui permet d’aller plus vite vers l’information recherchée avec des onglets représentant les différentes boards. Les templates (modèles)
Professional Prep Academy | Socratic Arts Virtual internships during and after the pandemic During a time when in-person internships just aren't possible, our virtual internships provide valuable, real-world experiences from the safety of home. The Professional Prep Academy, developed by Socratic Arts, is a program for high schools that offers a wide range of virtual internships to help students discover a career passion and learn life skills. Work-based learning is the cornerstone of a quality Career Technical Education (CTE) program; it is too valuable to be lost in the wake of COVID-19. Virtual internships are realistic, mentored, learn-by-doing experiences that can be delivered 100% online or as hybrid experiences. Recruiting and training employers to provide internships. Skills training for highly-paid, in-demand careers PPA offers virtual internships in five high-paying, high-demand career areas. Health Sciences Internal Medicine Forensic Detective Mystery Diagnosis Entrepreneurship Software Development Cybersecurity
The value of a liberal arts education in the modern world — Quartz College is supposed to help young people prepare for the future. But as headlines warn that automation and technology may change—or end—work as we know it, parents, students, and universities are grappling with a new question: How do you educate a new generation for a world we can’t even imagine? A recent Pew Research Center survey of 1,408 technology and education professionals suggested that the most valuable skills in the future will be those that machines can’t yet easily replicate, like creativity, critical thinking, emotional intelligence, adaptability and collaboration. In short, people need to learn how to learn, because the only hedge against a fast-changing world is the ability to think, adapt and collaborate well. But many American college students may not be learning them at all. But perhaps instead of reinventing higher education, we can give students what they need for the future by returning to the roots of liberal arts. The Program Another unique feature of St. After class
Sugata Mitra on why children need teachers, autonomy and technology - PP117 It was a privilege and a pleasure this week to talk to world-renowned educational thinker Sugata Mitra about his work and his thoughts on an unusually wide range of educational issues. Sugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, England. You may well know his ‘Hole in the Wall’ experiment, which involved giving access to computers and the internet to children and seeing what happened. This led to the ‘School in the Cloud’ and Sugata won the TED Prize in 2013 for this presentation: Rather than focus exclusively on his own work, we decided to ask Sugata questions about a wide range of current educational issues and his answers were fascinating! @pivotalpodcast @pivotalpaul I’ve an external observation this week (Thursday).
My Story VISTA's Year in Health Sciences Our mission is to revolutionize the way people think about learning. “People learn best when they are pursuing goals that they really care about and when what they learn helps them attain their goals. The best means of learning has always been experience.” -- Roger Schank Engines for Education, a non-profit founded by Roger Schank, was formed in 2002 to create new learning environments to replace out-dated and wrong-headed educational notions. At Engines for Education, we believe that we can replace boring and increasingly irrelevant schools with new exciting learning environments. The Problem: What and how schools teach Why is it that children in the United States go to school for six-plus hours a day for twelve years and the result of the experience is: Why is it that students ultimately get themselves trained and employed in a wide range of jobs and careers, but for the twelve years they are formally educated, they all study the same set of courses (or very close to it)? The answer