Supporting Kindergarten Students' Learning About Matter Through Model-Based, Technology-Mediated Explorations of Particle Behavior

• In Event: Modeling in Multiple Forms

Abstract

This mixed-methods longitudinal study investigated kindergarten students’ developing models of matter through participation in technology-mediated, inquiry-based modeling instruction implemented by their regular public school teachers. One hundred and thirty-nine students from seven classrooms investigated the properties of matter in solid, liquid, and gas states and during phase changes, constructing model inscriptions in their science notebooks to represent these properties. Individual interviews were conducted to assess changes in students’ models of matter before and after instruction. Analysis of science notebook inscriptions during learning and interview data showed that kindergartners moved from initial macroscopic descriptions to particle-based representations of matter as they progressed through the curriculum. The findings suggest that young learners can fruitfully construct and use simple particle-based models of matter.

Authors

• Ala Samarapungavan, Purdue University

• Bima Kumari Sapkota, Purdue University

• Lynn A. Bryan, Purdue University

• Carolyn Staudt, The Concord Consortium

• Alaina Glidden, Purdue University

• Jamie Broadhead

• Hector Emilio Will Pinto, Purdue University

• Krista Hook