| The current research investigates young children's science concept learning via inquiry based instruction on the thermodynamics system. The instruction consists of guided experimentation activities conducted in a developmentally appropriate, technology-supported, learning environment. Pre- and post-test interview questions examine their knowledge of thermal equilibrium, insulation, and heat flow. 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. First and third grade students participate in three sets of guided experimentation activities that involve measuring change in temperature given different types of insulation materials. Students make predictions, observations, and draw conclusions based on the experiment activities. Results show that students at both grade levels are able to learn about the thermodynamics system through engaging in the guided experiment activities. Following instruction, students in the instruction groups have mental models that are more complete with more connections between the relevant concepts. The instruction groups outperform the control groups on various measures of thermodynamics knowledge, and the older children outperform the younger children. This work suggests that young students can benefit from instruction that is inquiry-based. It shows the benefits of presenting complex scientific information in authentic contexts and the importance of providing the necessary scaffolding for meaningful scientific inquiry. |
