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Abstract Title: A Framework for Adopting Modeling in Upper-Division Lectures and Labs
Abstract: Modeling, the practice of developing, testing, and refining models of physical systems, is gaining support as a key scientific practice, and is included in the new Framework for K-12 Science Education released by the National Research Council. Modeling Instruction, RealTime Physics, Matter & Interactions, and other model-based curricula have introduced a modeling emphasis to many classrooms at the high school and introductory college level, but there has been little move to include modeling in the upper-division lecture or lab courses. In this poster we present a framework for adopting modeling into existing lab courses as part of general strategy for scientific inquiry. We also present a model of laboratory modeling that includes modeling the physical and measurement systems and their relationship. We elucidate the framework through the specific example of a polarization of light lab.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Heather Lewandowski
University of Colorado
Co-Author(s)
and Co-Presenter(s)
Benjamin Zwickl, University of Colorado
Noah Finkelstein, University of Colorado