2006/02/13 by Eric Brewe, Brewe, Eric
Engineering · Physics and Astronomy · Social Sciences · #Experimental Learning in Engineering #Experimental and Theoretical Physics Studies #FOS: Physical sciences #Physics Education (physics.ed-ph) #Science Education and Pedagogy #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.physics/0602086
Submitted to American Journal of Physics
openalex publication_date 2006/02/13 · arxiv created 2006/08/10 · arxiv updated 2009/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
The modeling theory of instruction is widely applied and highly successful in high-school instruction, and seldom in university physics. One reason is lack of familiarity with models in the physics classroom. Ongoing curriculum development has initiated application of modeling theory at the university level. This paper describes a university physics class as it progresses through a modeling cycle, including model development, application and adaptation, extension, and revision in an effort to reify the role of models in a class. Benefits of modeling instruction are identified and include effective knowledge organization and consistency with accepted scientific practice.