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Supporting Scientific Experimentation and Reasoning in Young Elementary School Students

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Abstract

Researchers from multiple perspectives have shown that young students can engage in the scientific reasoning involved in science experimentation. However, there is little research on how well these young students learn in inquiry-based learning environments that focus on using scientific experimentation strategies to learn new scientific information. This work investigates young children’s science concept learning via inquiry-based instruction on the thermodynamics system in a developmentally appropriate, technology-supported learning environment. First- and third-grade students participate in three sets of guided experimentation activities that involve using handheld computers to measure change in temperature given different types of insulation materials. Findings from pre- and post-comparisons show that students at both grade levels are able to learn about the thermodynamics system through engaging in the guided experiment activities. The instruction groups outperformed the control groups on multiple measures of thermodynamics knowledge, and the older children outperform the younger children. Knowledge gains are discussed in the context of mental models of the thermodynamics system that include the individual concepts mentioned above and the relationships between them. This work suggests that young students can benefit from science instruction centered on experimentation activities. It shows the benefits of presenting complex scientific information authentic contexts and the importance of providing the necessary scaffolding for meaningful scientific inquiry and experimentation.

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Authors and Affiliations

  1. University of Minnesota, 250 Education Sciences Building, 56 East River Road, Minneapolis, MN, 55455, USA

    Keisha Varma

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  1. Keisha Varma
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Correspondence to Keisha Varma.

Appendix: Interview Questions and Tasks

Appendix: Interview Questions and Tasks

  1. 1.

    If you were going to wrap a cold soda to take to school for lunch, what is the best thing to wrap it in?

    Why would that be good? Or How would it work to keep the soda cold?

  2. 2.

    What would happen if you wrapped a soda in wool?

    Why would that happen?

  3. 3.

    What would happen if you let a cold soda sit out on a table all day while you were at school?

    Why does the soda get warmer? Or How does that happen?

  4. 4.

    “Insulators and Conductors”

Please write the letter of each material under the column where you think it belongs.

 

Good insulator

Good conductor

Metal (M)

  

Styrofoam (S)

  

Wood (Wd)

  

Glass (G)

  

Wool (Wl)

  

Ceramic floor tile (C)

  

Paper (P)

  

Saran Wrap (Sw)

  

Aluminum foil (A)

  
  1. 5.

    “Thermal Equilibrium Question”

The following objects were left in a room overnight. The temperature of the air in the room does not change. Tell me whether you think the temperature of these objects is above room temperature, at room temperature, or below room temperature. Above room temperature would mean that the object is warmer than the room temperature. Room temperature would mean that the object is the same temperature as the room temperature. Below room temperature would mean that the object is colder than the temperature of the room. After you check your response, tell me “Why do you think so?”

(Check one temperature for each object.)

  1. 6.

    A parent has brought five pizzas for your class party, but your teacher says that you can’t eat until you finish your math work. It will take you about 30 min to finish. How are you going to keep the pizzas warm?

    Why would that work?

  2. 7.

    Susan suggests wrapping each pizza in Styrofoam. Todd thinks you should wrap each one in aluminum foil. Which of these ideas do you think will keep the pizzas warmest?

    Why do you think so?

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Varma, K. Supporting Scientific Experimentation and Reasoning in Young Elementary School Students. J Sci Educ Technol 23, 381–397 (2014). https://doi.org/10.1007/s10956-013-9470-8

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  • DOI: https://doi.org/10.1007/s10956-013-9470-8

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