Teaching and Learning Generic Modeling and Reasoning Skills

Abstract

Scientists, engineers, and technicians are frequently called upon to apply their expertise to new domains. We hypothesize that the knowledge needed to foster such transfer is: (a) an understanding of forms of models that are applicable in multiple domains; (b) inquiry skills for developing models and evaluating their appropriateness within a domain; and (c) generic reasoning strategies used in applying models when solving problems, such as those used when designing or troubleshooting a system. In this paper, we present examples of each of these forms of expertise and how they can be developed, based upon our work on creating conceptual models that facilitate the learning of physics, on the teaching of scientific inquiry and modeling skills in urban classrooms, and on the design of computer‐based learning environments for teaching electronic troubleshooting. We conclude by drawing some instructional implications of this view of expertise that are not often followed in the design of computer‐based learning environments.