A Micro-Level Discourse-Based Description of Modeling-Based Learning in Kindergarten Science

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Science Teaching and Learning Virtual Poster Session

Abstract

This case study explores how Modeling-based Learning(MbL) unfolds in a kindergarten science classroom through a micro-level analysis of the 24 children's discourse (aged 5-6) during a 35-minute whole-class discussion on water diffusion. Discourse data were examined using four analytic frameworks to capture mechanistic and analogical reasoning, MbL phases, and the teacher’s discursive responses. Findings indicate that kindergarteners can engage in complex mechanistic reasoning when supported through structured modeling cycles and teacher facilitation. Analogical reasoning appeared less frequently and was not directly supported. The study highlights the importance of scalar-level reasoning and the role of teacher scaffolding, including the use of dramatic play. These findings contribute to kindergarten science education research and underscore the potential of MbL in supporting their reasoning.

Authors

• Loucas T. Louca, European University Cyprus

• Melina Xeni, Ministry of Education and Culture, Cyprus