The use of learning models in physics teaching

Modeling method is used in physics teaching. Greca and Moreira (2001) discussed the links among physical, mathematical, and mental models in the process of constructing and understanding physical theories. Modeling instruction program that places an emphasis on the construction and application of conceptual models of physical phenomena was described in work of Jackson et al. (2008). Computer models enable students to better understand various physical phenomena and they are "a positive supplement to bridge the gap between education and the technological world in which we live" (Muñoz et al., 2013, p.191).

In our study, we proposed the general structure of physics teaching that contain physical phenomena, concepts, laws and theories. Using material and thought models for explanation of physical phenomena, concepts, laws and theories helped to deepen learners' understanding of educational material. Therefore, our findings are agreed with findings of Greca and Moreira (2001), Jackson et al. (2008), and Muñoz et al. (2013).

According to Chittleborough and Treagust (2009), "modeling requires the user to make links between the model and the reality that is being modelled" (p. 12). Taking into account this opinion and our findings, we propose a general scheme for the use of learning models in physics teaching:

1. formulation a physics phenomenon, concept or law;

2. allocation the essential properties;

3. demonstration the learning model;

4. analysis the learning model;

5. definition the same and different properties of the object and its model.