The first thing that came to mind for me was the relationship between the "pedagogical resources" and the Newtonian World we hypothesized about a few weeks ago. In both cases, the resources can determine an "appropriate" application of conceptual knowledge, and in the end use modeling to reach that "sophisticated pedagogical stance."

The three problems of practice directly relate to our work now in this modeling class trying to create not just effective modeling programs, but also effective vehicles of delivery that appeal to potential students and engage them in the learning process. Of course, the effective model-based science instruction appeals to this concern directly. Understanding the uses of different model types becomes just as necessary a skill as being able to read the classroom. And by taking this class, we are actively combating Windschitl and Thompson's thought that the undergraduate experience does "little to advance the idea of models beyond that of acting as pedagogical props.”