#971: Touch to Think: Supporting Curriculum Design with Tangible Models of the Classroom

Physical models are routine in architecture but rarely used in curriculum design. This study examines how tangible classroom models support teachers in designing inquiry-oriented lessons. This study compares four representation modalities (2D digital, 2D paper, 3D digital, 3D physical) in a curriculum design task, finding that groups using physical models demonstrated the highest engagements. To understand underlying mechanisms, we conducted in-depth design sessions with two experienced teachers. Analysis revealed that physical models serve as "thinking tools" that help teachers visualize and test pedagogical scenarios. Teachers used models to identify spatial constraints, test activity flows, and rapidly prototype different design alternatives. Through tangible manipulation, teachers were able to link pedagogical goals to concrete spatial implementations, making previously implicit decisions explicit and actionable. This study suggests that physical models can transform curriculum design from abstract text-based planning to embodied spatial-pedagogical reasoning.