Toward Describing Modeling-Based Learning in Early Childhood Science Education

• In Event: AERA Poster Session 3
  In Poster Session: Science Teaching and Learning

Abstract

Despite its proven added value in science education, Modeling-based Learning (MbL) in science is not commonly incorporated into early grades. Our purpose was to provide detailed descriptions of the implementation of MbL in pre-K science education. We analysed 540 minutes of videotaped lessons of 18 pre-K children, engaged in the study of (i) solution of substances in water, (ii) light reflection and (iii) plant parts. Our findings suggest that pre-K children were able to develop a number of different models and used a variety of features of analogical and mechanistic reasoning. Additionally, we have identified evidence of children’s epistemological understanding about the nature of their models and their use to explain the phenomenon under study.

Authors

• Loucas T. Louca, European University Cyprus

• Zacharias C. Zacharia, University of Cyprus