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Elementary Children’s Shifting Views of Models and the Nature of Matter

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Abstract

This exploratory qualitative study focuses on one Grade 5 (ages 10–11) class who participated in an instructional sequence designed to scaffold their abilities to think critically about models and then to use various models to help them understand the particle nature of matter. Data showed that the extent to which the children exhibited a naïve or evolving understanding of models varied with the features of the model under consideration, as did their understanding of the particle nature of matter.

Résumé

Cette étude qualitative exploratoire est centrée sur une classe de cinquième année (élèves âgés de 10–11 ans) ayant reçu une formation visant à soutenir et à structurer leur capacité de réflexion critique au sujet des modèles. On a ensuite utilisé différents modèles pour aider ces élèves à comprendre la nature particulaire de la matière. Les résultats montrent que la perception plus ou moins naïve des élèves, de même que leur niveau de compréhension de la nature particulaire de la matière, varie en fonction des caractéristiques des modèles considérés.

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Authors and Affiliations

  1. Department of Elementary Education, University of Alberta, 551 Education South, Edmonton, Alberta, T6G 2G5, Canada

    Brenda J. Gustafson & Marie-Claire Shanahan

  2. Edmonton Public Schools, Edmonton, Alberta, Canada

    Shannon Gentilini

Authors
  1. Brenda J. Gustafson
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  2. Marie-Claire Shanahan
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  3. Shannon Gentilini
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Correspondence to Brenda J. Gustafson.

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Gustafson, B.J., Shanahan, MC. & Gentilini, S. Elementary Children’s Shifting Views of Models and the Nature of Matter. Can J Sci Math Techn 10, 103–122 (2010). https://doi.org/10.1080/14926156.2010.484517

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  • DOI: https://doi.org/10.1080/14926156.2010.484517

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