New Ways of Learning Atomic Theory for Nine-Year-Olds: Educational Justice for Elementary Children

• In Event: 60.026 - Learning Through Disciplinary Practices of Science

Abstract

Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University. Young children are curious about science, yet are considered incapable of grappling with abstract and microscopic concepts such as atoms or DNA. This research examines new ways of introducing atomic theory to 9 year olds and to verify their efficacy in producing genuine learning in the participants. Early results in two cases indicate these novel methods fostered further interest in science, allowed diverse children to engage and learn aspects of atomic theory, and satisfied the children’s desire for intellectual challenge. Learning exceeded expectations.

Authors

• Carole Elsa Haeusler, University of Southern Queensland

• Jennifer Donovan