This article extends and refines the modeling system presented previously (Stewart, 1997). The initial system was sufficient for the optimization of delivery of education at a departmental level. This system is greatly more powerful, precise, and scientific, and fulfills the role of a modeling system for the research and development of educational practices. The model is applied to two widely diverse educational processes, Student Actions and Do Homework Problem, establishing the formalism and demonstrating its usefulness. The use of a rigorous computational syntax imposes completeness criteria on the modeling itself and uniformity. Experimental definition of the formation process of the patterns allows anyone to introduce new features of a model. This and the uniformity allows the models to become the property of the education community, not merely a single researcher, in the same way that mathematical models allow scientists to utilize and build upon previous research.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Education Foundations,Undergraduate (Lower Division),Secondary Education,oai:nsdl.org:2200/20061003065555034T,Research Design & Methodology,Physics Education Research,General Physics,Graduate/Professional,Models,Instructional Development,Science Course Improvement Projects,Science Instruction,Informal Education,Higher Education,Computer Simulation,Physics,Computing and Information,Science A Process Approach,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education



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