Layering Embodiment, Computational Modeling, and Storytelling to Support Elementary Students’ Conceptual Understanding of Scientific Phenomena

• In Event: Stories, Science, and Social Change: Integrating Pedagogy and Culture

Abstract

This study examines the role of layering multiple types of modeling in developing students’ understanding of scientific phenomena, specifically food webs and photosynthesis. Sixty-seven fourth-grade students completed two different standards-aligned units on the same topics for the same duration. One used a multipronged (embodied, computational, and storytelling) modeling approach while the comparison consisted of regularly taught, inquiry-based lessons. We conducted paired t-tests and two-sample t-tests on pre- and post-assessments within and between groups to reveal significantly higher learning gains in the multipronged learning condition compared to the comparison. These findings suggest that the use, revision, and construction of multiple forms of models in elementary science helps expand students’ sensemaking resources and conceptual understanding of science phenomena.

Authors

• Gabriella Anton, Digital Promise

• Alicia Lane, Vanderbilt University

• Efrat Ayalon, Vanderbilt University

• Tessaly Jen, Vanderbilt University

• Sarah Jaewon Lee, University of Washington

• Noel D. Enyedy, Vanderbilt University