The TIMSS and PISA test results have demonstrated the need for many nations to embrace the use of 21st century thinking skills in the classroom. In the United States Modeling Instruction pedagogy has demonstrated that it can assist teachers in increasing the thinking skills of students in many contexts (secondary to undergraduate college) (9-16) and subject areas. This paper will discuss the main tenets of Modeling Instruction in the context of physics, chemistry and biology. Evidence from multiple classrooms and disciplines will be presented that will demonstrate the efficacy of this approach to teaching in the areas of content knowledge, problem solving ability, metacognition, knowledge structures and scientific reasoning skills.
|Title of host publication||In the Classroom: Case studies of Successful Practices|
|Editors||J Leach, NJ Ahmad, S Tahir|
|Place of Publication||Penang, Malaysia|
|Publication status||Published - 2014|