Phenomenon-Based Learning (PhenBL) ignites curiosity, promotes critical thinking, and fosters an in-depth understanding of the world through the use of phenomena as starting points that challenge students to explore and unravel their mysteries through self-directed investigation.

But while investigating phenomena provides the mystery, the full potential of Phenomenon-Based Learning is unlocked through student creation of models that further understanding of the core and supporting ideas behind the phenomenon. This is because by providing students with model making tools, we equip them with the means to visualize, experiment with, and make sense of complex concepts in an active, engaging way.

In the previous article, I discussed how to help students make and use models. In this one, I want to explore how model making enriches the PhenBL experience and provide you with a list of model making tools, starting with the essentials and ending with the (almost) impossibles.

The Power of Making Models in the classroom

There are many benefits to having students make models in the classroom. All of them help students acquire and practice skills they’ll need to further their education and careers. The graphic below shows a few important ones.

Model making tools

Model making materials enable students to visualize complex concepts. By constructing models, they gain a clearer understanding of how different elements interact and how different systems work. This is because models nurture deeper conceptualization of the phenomenon at hand (How to introduce the 4 types of models to students).

The list below contains all of the Amazon links I emailed to our school district science guy (you know) before the term in which I was to start Phenomenon-Based Learning in Earth and Space Science. I spent the time looking for the best deals - both in terms of price and amount of each material needed to last me two to three years. I am confident I did a decent job, but if you find a better deal on anything, please leave a link in the comments below.

The Essentials

Physical Models:

• cardboard, paper towel tubes, plastic bottles, and other recycled materials

• modeling clay with sculpting tools or play-doh

• parchment paper

• popsicle sticks and toothpicks

• glue guns (8 + 30 glue sticks) and glue sticks

• styrofoam balls

• cotton balls

• pipe cleaners

• rubber bands

• heavy duty tape

Visual (not Computer-Generated) Models:

• pastel paper (multicolored)

• scissors

• colored pencils or markers or both?

• rulers and protractors

• clear tape and paper tape (multicolored)

• compasses or circle makers or both?

The Nice to Haves

Mathematical and Computer-Generated Visual Models:

• laptops or desktops or tablets

• graphical visualization software / apps

• digital simulation tools

Graphical visualization tools such as Excel or Google Sheets are great for creating graphs, charts, and diagrams to represent data and patterns and help students the communicate their findings. Other tools such as Canva and Piktochart help in creating posters, infographics, concept maps, flowcharts etc.

Digital simulation tools, such as Minecraft or PhET let students create and manipulate complex simulations that might be challenging to achieve physically.

While these digital tools are pretty standard these days and it is important to help students learn how to use them to make computational models, they can often be replaced with visual and physical models that use traditional prototyping materials.

The Awesomes

• microcontrollers

• data sensors

Integrating microcontrollers and sensors such as Vernier, Vex, or Arduino into models can make them interactive, enabling students to collect and analyze real-time data related to the phenomenon being studied.

The Almost Impossibles (But Not Really)

• Augmented Reality (AR)

• Virtual Reality (VR)

AR and VR technologies allow students to immerse themselves in virtual representations of the phenomena, providing an incredible sense of presence and engagement. My hope is these tools will soon become widely available for classroom use.

Model Everywhere and all the time

Because why not?

Instead of students just telling you about a concept, have them show you and explain it as they show you. Models can be as simple as a poster that explains and exemplifies a concept or as complex as a virtual world one can walk through to learn about something. The key is to provide students with multiple opportunities to make them. Hopefully, this will help them make a good life for themselves and others.

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*Disclosure: I only recommend products I use myself. This post contains affiliate links at no cost to you that may earn me a small commission to help pay for this website.

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