Abstract
Modeling is an important approach in the teaching and learning of science. In this study, we attempt to bring modeling within the reach of young children by creating the SimSketch modeling system, which is based on freehand drawings that can be turned into simulations. This system was used by 247 children (ages ranging from 7 to 15) to create a drawing-based model of the solar system. The results show that children in the target age group are capable of creating a drawing-based model of the solar system and can use it to show the situations in which eclipses occur. Structural equation modeling predicting post-test knowledge scores based on learners’ pre-test knowledge scores, the quality of their drawings and motivational aspects yielded some evidence that such drawing contributes to learning. Consequences for using modeling with young children are considered.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Achér A, Arcà M, Sanmartí N (2007) Modeling as a teaching learning process for understanding materials: a case study in primary education. Sci Educ 91(3):398–418. doi:10.1002/sce.20196
Ainsworth S, Prain V, Tytler R (2011) Drawing to learn in science. Science 333(6046):1096–1097. doi:10.1126/science.1204153
Bollen L, van Joolingen W (2013) SimSketch: multi-agent simulations based on learner-created sketches for early science education. IEEE Trans Learn Technol. doi:10.1109/TLT.2013.9
Buckley BC, Gobert JD, Kindfield ACH, Horwitz P, Tinker RF, Gerlits B et al (2004) Model-based teaching and learning with BioLogica™: what do they learn? How do they learn? How do we know? J Sci Educ Technol 13(1):23–41
Damnik G, Proske A, Narciss S, Körndle H (2013) Informal learning with technology: the effects of self-constructing externalizations. J Educ Res 106(6):431–440. doi:10.1080/00220671.2013.832978
Forbus K, Usher J, Lovett A, Lockwood K, Wetzel J (2011) CogSketch: sketch understanding for cognitive science research and for education. Top Cogn Sci 3(4):648–666. doi:10.1111/j.1756-8765.2011.01149.x
Giere RN (1999) Science without laws. University of Chicago Press, Chicago
Harle M, Towns MH (2013) Students’ understanding of primary and secondary protein structure: drawing secondary protein structure reveals student understanding better than simple recognition of structures. Biochem Mol Biol Educ. doi:10.1002/bmb.20719
Hssenzahl M, Kekez R, Burmester M (2002) The importance of a software’s pragmatic quality depends on usage modes. In: Luczak H, Cakir AE, Cakir G (eds) Proceedings of the 6th international conference on Work With Display Units (WWDU 2002). ERGONOMIC Institut für Arbeits und Sozialforschung, Berlin, pp 275–276
Holt B-G (1977) Science with young children. National Association for the Education of Young Children, Washington
Jackson SL, Stratford SJ, Krajcik JS, Soloway E (1994) Making dynamic modeling accessible to precollege science students. Interact Learn Environ 4(3):233–257
Louca LT, Zacharia ZC (2011) Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions. Educ Rev 64:1–22. doi:10.1080/00131911.2011.628748
National Research Council (2012) A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press, Washington
Nersessian NJ (1995) Should physicists preach what they practice? Constructive modeling in doing and learning physics. Sci Educ 4:203–226
Parnafes O (2012) Developing explanations and developing understanding: students explain the phases of the moon using visual representations. Cognition and Instruction 30(4):359–403. doi:10.1080/07370008.2012.716885
Schermelleh-Engel K, Moosbrugger H, Müller H (2003) Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods Psychol Res Online 8(2):23–74
Schwarz CV, White BY (2005) Metamodeling knowledge: developing students’ understanding of scientific modeling. Cogn Instr 23(2):165–205
Schwarz CV, Reiser BJ, Davis EA, Kenyon L, Achér A, Fortus D et al (2009) Developing a learning progression for scientific modeling: making scientific modeling accessible and meaningful for learners. J Res Sci Teach 46(6):632–654. doi:10.1002/tea.20311
Steed M (1992) Stella, a simulation construction kit: cognitive process and educational implications. J Comput Math Sci Teach 11(1):39–52
van Aalderen-Smeets SI, Walma van der Molen JH, Asma LJF (2011) Primary teachers’ attitudes toward science: a new theoretical framework. Sci Educ 96(1):158–182. doi:10.1002/sce.20467
van Borkulo SP, van Joolingen W, Savelsbergh ER, de Jong T (2011) What can be learned from computer modeling? Comparing expository and modeling approaches to teaching dynamic systems behavior. J Sci Educ Technol 21(267):267–275. doi:10.1007/s10956-011-9314-3
van Joolingen W, de Jong T, Lazonder AW, Savelsbergh ER, Manlove S (2005) Co-Lab: research and development of an online learning environment for collaborative scientific discovery learning. Comput Hum Behav 21(4):671–688. doi:10.1016/j.chb.2004.10.039
Van Meter P (2001) Drawing construction as a strategy for learning from text. J Educ Psychol 93(1):129–140. doi:10.1037//0022-0663.93.1.129
Vosniadou S (1992) Fostering conceptual change: the role of computer-based environments. In: De Corte E, Linn M, Mandl H, Verschaffl L (eds) Computer-based learning environments and problem solving. Springer, Berlin, pp 149–162
Walma van der Molen JH, Aalderen-Smeets van SI, Asma LJF (2010) Teaching science and technology at primary school level: theoretical and practical considerations for primary school teachers’ professional training. Presented at the IOSTE symposium on Science and Technology Education, International Organization for Science and Technology Education, IOSTE, Ljubljana, Slovenia
White BY, Frederiksen J (1998) Inquiry, modelling, and metacognition: making science accessible to all students. Cogn Instr 16:3–118
Windschitl M, Thompson J, Braaten M (2008) Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations. Sci Educ 92(5):941–967. doi:10.1002/sce.20259
Acknowledgments
The authors would like to thank the management and employees of the NEMO Science Centre for their generous cooperation in this study.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
van Joolingen, W.R., Aukes, A.V.A., Gijlers, H. et al. Understanding Elementary Astronomy by Making Drawing-Based Models. J Sci Educ Technol 24, 256–264 (2015). https://doi.org/10.1007/s10956-014-9540-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-014-9540-6