Phenomenon-based learning and model-based teaching: Do they match?

Abstract

Abstract The goal of physics teaching is to guide students from their everyday conceptions and activities to scientific models and practices. In essence, there are two different ways toward that goal: Phenomenon-based instruction and model-based instruction. Phenomenon-based instruction has been characterised by subjectivity, affectivity, mediation, exploration, and restrained model use. By definition, model-based instruction must be described by diametrically opposed characteristics: objectivity, rationality, confrontation, hypothesis testing, and extensive model use. Thus, the physics teacher may think that the two methods of teaching and learning do not match. However, we will see that both methods can be combined to guide students stepwise from phenomena to models.