Your thoughts on conceptual models - Session Forum

Dear Bruce and Marianne,

I was excited to start this week, since the very first reason I enrolled myself to this online event was because one of the topic is about conceptual model :)

It has been sometimes that I wanted to know more about this term and how to build one myself. Watching the video from you and Bryan, I guessed I have joined the right forum.

So, looking forward to go through every new things to learn this week :)

Hello,

I tried to answer to these questions from my own experience in very simple way:) I hope you could read pptx format

When I stopped to think about my interpretation of conceptual model, the words that come to mind are  visualizations of ideal processes or theory.  When Brian mentioned in his video describing vortex tubes – “this looks like a sheet blowing in the wind”, I interpret this as connecting the equation with a conceptual model AND an experience.  Last week I did a little weather session with 4^th graders and part of the exercise focused on indicators of wind speed and the Beaufort scale.  That “rolling” motion is also seen in a flag gently extended in the wind (which on the beaufort scale indicates a gentle breeze at 7-10 knots).  The beaufort wind scale concept has been around for quite some time - interpreting a pattern for a wind speed!  Back to the example - of course, scale matters, so that smaller scale vortex tube on a sheet or flag is different in impact than something the scale of the atmospheric boundary layer….

When I started out in meteorology, I was fortunate to be able to participate in field measurement campaigns of collecting and analyzing surface observations and hourly radiosonde releases.  I essentially got to watch the clouds form and dissipate throughout the day and then compare that information mentally with surface and upper air observations and later then put them into a simple diagnostic model.  (I didn’t know about the imagery on the GOES satellites back then, it would have been an important piece!)  You gain an appreciation for how mathematical formulations or the conceptual model represent or sometimes miss the real world happenings.  Over time you gather more experience by “practicing” and “fine tuning” the “observations” you use to interpret the weather that develops.

So, I don’t know that I can specifically point to a conceptual model that changed my understanding.  What usually changes my understanding more significantly is looking at something in more detail or from a different perspective.  Looking in more detail is often driven by curiosity or investigating some piece of information that doesn’t quite make sense.  I came across this phrase attributed to Isaac Asimov “The most exciting phrase to hear in science, the one that heralds new discoveries, is not 'Eureka!' but 'That's funny...'

How do I use the conceptual model in teaching?  For satellite imagery - I usually present the concept and show image examples of the how the concept works.  I highlight the words “in general, this is what happens” and then depending on the audience and goal of the particular session present a general example and another example where a general assumption breaks down.

Hi Bruce and Marianne,

I wanted to share an example to show that conceptual models are useful not only in the physical sciences.

I have been involved in the WMO Seminars for Trainers for some years now, and it is sometimes difficult to get across the concept of learner-centered instruction. Even if we think we have a good grasp, it is slippery nonetheless. Admitted, it is a flexible concept, but I was sure that it could be modelled. So this week I developed the attached graphics to show what I thought was the difference between a traditional conceptual model of instruction and a learner-centered model. I am sure it could use a bit more refinement, but it is a start. It is missing things like motivation and personal goals and intentions, but for the sake of simplicity, those are just assumed in the circle called, "Students, with all their unique qualities." Does "Learning Environment" actually include all the other elements, or is it a unique element that describes the context but not the components? Oh well.

I would be interested if it matches the model others hold in their minds. What might make this more useful?

Patrick

Hi all,

A conceptual model is a mental construct that we create in our minds based on what we see in reality.  We use previous patterns, conceptual models, and observations to construct our models.  The models cover every aspect of our lives from using a telephone to communicating with our spouse, from landing an airplane to forecasting the weather.

In a recent lecture, neuroscientist Beau Lotto mentioned that only 10% of the information we see comes from our eyes.  The other 90% comes from our brain.  The brain interprets what the eyes see based on our past knowledge, experiences, assumptions, and immediate context.  I’d like to think about this as the brain coming up with mental constructs the helps us function in a situation, use tools, etc.

A conceptual model that changed my understanding: A few years back I came across research into the cognitive mental processes of weather forecasters.  My previous conceptual model of how forecasters make forecasts suggested that they combine their knowledge of meteorological processes with the output of numerical models (NWP).  The research presented a different conceptual model, one in which forecasters who consistently do well create detailed 3D mental models of the atmosphere based on current observations.  Then they evolve their 3D mental model forward in time to the appropriate forecast period.  It is only then that they look at NWP output and evaluate how well the output matches their 3D mental model.  In areas of disagreement, they interrogate the NWP data in order to understand the reasons for it.  Then they combine their 3D mental model with NWP output and monitor the evolution of the atmosphere.  For example, they predict what the winds will be doing at a location and actively watch the incoming wind observations.  They constantly adjust their model to match the evolution of the real atmosphere.

These days, in several training efforts our team helps learners to create 3D mental models of the atmosphere based on idealized academic models and real-life observations.  We learn how to imagine in 3D, and how to adapt the models that we learned in school to match the real atmosphere and create forecasts.

Hullo Bruce and all Calmeters,

I had been left behind, tight schedule.

I agree all the post, conceptual models is really a powerful tool since the picture you draw in your mind about a process never goes. Its like remembering someones face versus remembering the name. You can not easily forget a face.

I remember a model my lecture made us demonstrate on effect of Coriolis force; a piece of paper rotating on a table while drawing a straight line. In that way, I have never forgotten  the effect of Coriolis force on either hemispheres.

Cheers all

Simon