An Example of Model-Based Inquiry: Teaching about Climate and Weather Models during a Greenhouse Effect Activity

The goal of this activity is to demonstrate one way to teach students how models are used in scientific inquiry, through an activity about the greenhouse effect. I have used this with students as young as 7^th grade, high school, and also with adults (including in-service and pre-service teachers).

According to the National Science Education Standards (NSES), teachers are encouraged to use science models in the classroom as a way to aid in the understanding the nature of scientific processes. This is of particular importance to the atmospheric science community because climate and weather models are very important when it comes to understanding current and future behaviors of our atmosphere. Although familiar with weather forecasts on television and the Internet, most people do not understand the process of using computer models to generate weather and climate forecasts. As a result, the public often misunderstands claims scientists make about their daily weather as well as the state of climate change. Therefore, it makes sense that recent research in science education indicates that scientific models and modeling should be a topic covered in K-12 classrooms as part of a comprehensive science curriculum.

Using an approach to model-based inquiry, I will demonstrate one activity designed to teach students how models are used in science. Specifically, it will highlight the 3 properties of models: they are 1) representations, 2) used to explain, and 3) can make predictions. Generally, most teachers only use models as tools to explain a scientific phenomenon, either to their students or to have students explain the phenomenon to each other. Teachers rarely use models as a way to have their students make predictions, and almost never explicitly explain to students that models are representations, not exact replicas of reality. As a result, most people have expectations that science models (including computer models) are only valuable if they are accurate. In reality, the use of science models in scientific inquiry is much more complex than that.

Participants will be asked to sketch a representation of the greenhouse effect on a piece of paper with markers (ideally with a partner or small group). On a new sheet of paper, participants will be asked to make a prediction: sketch how they think the greenhouse effect would work if Earth’s atmosphere was entirely made up of CO₂. Then, groups will brainstorm ways they could test their predictions. I will provide a test that is specific to a common prediction students tend to make. There will be a brief discussion between participants about how the results of the test can lead students to revise their original models, and strengthen their understanding of the greenhouse effect as well as the role models play in the scientific process.

I will provide the materials for this activity. I will need either wall space or a table for people to draw on if possible.