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Modeling involves generalization, simplification and idealization of the real world

Computer based simulation and modeling, here referred to as modeling, uses the computational power of modern day computers to mimic real life phenomena/processes, and to predict future scenarios based on varying parameters that the model is dependent upon.

 

Modeling, in principle, involves generalization, simplification, and idealization of real world scenario/phenomena, which adds an inherent limitation to the models. As an example, for modeling purposes we assume that the Earth is a perfect mathematical surface that is defined by either a sphere or a spheroid, which in reality it is not. Modeling results in creation of models.

Visualization is the process of representing data, models, and other information as static or dynamic graphic products. This process adds value to the dataset under consideration, and assists the users in gaining understanding and insight into the feature/phenomena that the dataset represents.

Reference:

Feurzeig W. and Roberts N., 1999, Modeling and Simulation in Science and Mathematics Education.
Robinson, Walter, 2001 Modeling Dynamic Climate Systems
Harte, Jonathan, 1988 Consider a Spherical Cow: A Course in Environmental Problem Solving
Harte, Jonathan, 2001 Consider a Cylindrical Cow: More Adventures in Environmental Problem Solving

The GeoBrain system: equipping students' brains with the capability for geospatial thinking
Liping Di, George Mason University, Greenbelt, MD
An Earth system science learning and research environment made possible by a geospatial information and knowledge system based on Web services.

Modeling in the Classroom, Hands-on Systems Learning
Arthur Few, Rice University, Houston, TX
Models as an educational tool creating an active-participant learning environment.

Data Visualization
Owen E. Thompson, University of Maryland, College Park, MD
Students can create and explore interactive data visualizations in their web browsers that are both stimulating and informative

Development of GeoBrain Curricula at Middle Tennessee State University
Mark Abolins, Larry Cole, Shea Cofer, Middle Tennessee State University, Murfreesboro, TN
Taking advantage of easy access to enormous geoinformation databases, including many with global coverage

Putting Data First in Teaching Global Change
Mike Taber, Colorado College, Colorado Springs, CO
Asking students to create graphs first, before any analytical discussion on the trends or correlations