Can Kindergarten Students Learn to use Particle Models of Matter to Coherently Explain Varied Material Phenomena?

• In Event: 1-143 - Children’s understanding of counterintuitive scientific concepts: The role of coherent explanation-based instruction

Integrative Statement

This study examines the development of explanatory coherence in kindergarten students’ use of particle models to explain the properties and behavior of matter in solid, liquid and gas states, and phase changes such as melting. Kinetic molecular theory invokes the behaviors of unseen particles to explain material phenomena. However, young children interact with material phenomena at a macroscopic level and often form scientifically inaccurate ideas about matter, for example, that matter is continuous. Educators have traditionally held that the particulate nature of matter is too abstract to teach in the primary grades. In contrast, we draw upon several lines of developmental theory to argue for the value of introducing particle models of matter early. First, we note that students have pervasive difficulties in understanding kinetic molecular theory throughout formal schooling (Talanquer, 2009) suggesting that delayed instruction yields questionable benefits. The theory theory approach (Gopnik et al, 2017) posits that young children have the cognitive machinery needed to represent abstract causal mechanisms. Additionally, we view development as culturally situated learning (Rogoff, Dahl, & Callanan, 2018). Children learn by participating in culturally mediated/scaffolded practices of sense making around familiar phenomena. Early scaffolded instruction with (simplified) particle models can allow students to iteratively extend/refine models with schooling to foster explanatory coherence.

These perspectives guided our prior work on the design of units on matter for implementation by second grade teachers. We adapted MPG lessons for kindergarten classrooms in this study. Students investigated varied material phenomena and co-constructed models to explain them. To help students connect macroscopic experience to particle models, teachers provided material modeling resources (e.g., for drawing and physical modeling) and scaffolded students’ discourse through questioning and prompts. One key adaptation was the integration of the Thermoscope (Staudt & Forman, 2014), a technology tool to help visualize the arrangement and movement of particles. Kindergarten students from two intervention (n=40) and four comparison classrooms (n=61) participated. Pre and post interviews, adapted from prior work were used to assess explanatory coherence in students’ models of matter.

Multivariate repeated measures ANOVA yielded statistically significant differences between pre and post assessments in students’ use of particle models [F(7,93) = 7.96, p < .01]. There were also statistically significant interaction effects by condition [F(7,93) = 5.72, p < .01]. Intervention students articulated more coherent particle models on the post assessment than comparison students, especially in explaining differences in the composition, particle arrangement, and movement, of matter in solid, liquid, and gas states (See Heatmap in Fig. 1). However, the students were less able to use particle models to explain phase changes (melting, freezing, and condensation).

Our findings highlight fruitful entry points for teaching particle models in the early years. We are analyzing qualitative learning data from videotaped lessons to better understand why students have difficulty with phase changes and to further refine lessons for future implementation.

Authors

• Ala Samarapungavan, Purdue University
  Presenting Author

• Lynn Bryan, Purdue University
  Non-Presenting Author

• Carolyn Staudt, Concord Consortium
  Non-Presenting Author