written by Benjamin M. Zwickl, Dehui Hu, Noah D. Finkelstein, and Heather J. Lewandowski

Constructing and using models are core scientific practices that have gained significant attention within K-12 and higher education. Although modeling is a broadly applicable process, within physics education, it has been preferentially applied to the iterative development of broadly-applicable principles (e.g., Newton's laws of motion in introductory mechanics). We show how similar modeling processes can be invoked as a means to understand the real-world complexities of experimental apparatus, including the measurement tools, in upper-division laboratory courses. In the context of a think-aloud experimental activity involving optics and electronics, we document examples where students apply all of the key facets of modeling to their apparatus and measurement tools: construction, prediction, interpretation of data, identification of model limitations, and revision. A modeling perspective reframes many of the seemingly arbitrary technical details of measurement tools and apparatus as an opportunity for authentic and engaging scientific sense-making.

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Last Modified April 28, 2015

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