Invisible inc observe1/14/2024 To analyze students’ responses to interview questions we used a coding scheme based on both “top down” theoretically derived coding and “bottom up” or inductive coding based on an analysis of the data. Using this data, we compared changes in students’ models of matter before and after completing the curriculum. We also interviewed students before and after they used the curriculum. Students were asked to draw and describe their understanding of the states of matter and phase change in individual project notebooks. Students worked in pairs on iPads, which allowed us to record their interactions with the apps as well as their conversations with one another through screencast recordings. In Technology Group 2 (n = 44), they used the Thermoscope, the Land of Bump, and the Thermonator. In Technology Group 1 (n = 95), students used the Thermoscope, the Land of Bump, and the Particle Modeler. public schools participated in the study in the spring of 2019. Kindergarten students from seven classrooms (n = 139) in three U.S. Finally, they construct human models of each phase change as in the previous lesson. Next, they use the same apps to observe the microscopic particle model and revise their predicted models. First, they observe macroscopic examples and draw their predictions of the particle model for each phase change. In the third lesson, students investigate melting, freezing, evaporation, and condensation. The Thermonator allows students to add and arrange particles inside a virtual container and test normative and non-normative ideas about particle behavior. Students can drag particles and increase or decrease the temperature to observe their behavior.įigure 4. The Particle Modeler was designed for open-ended discovery. Then students use their bodies to model the arrangement and motion of particles in a particular state of matter, for example, by wiggling in place or moving more freely to represent solids and liquids, respectively.įigure 3. The Thermonator allows students to set rules for the way particles move and interact, including examples that are counter to physical laws (Figure 4). The Particle Modeler is designed for students to discover the patterns of particles that adhere to known physical laws (Figure 3). In the second lesson, students learn about states of matter and the relationship between the macroscopic properties of each state of matter and the behavior and arrangement of the microscopic particles that make up matter using one of two apps. The Land of Bump is an animated story that introduces the motion of particles related to temperature and energy transfer in an accessible, interactive way. The Thermoscope, which works with or without temperature probes, is a simplified visualization of particle movement that makes the temperature differences between two materials visible.įigure 2. The animated characters demonstrate a scientifically accurate computational model of water at different temperatures, and act as a metaphor for the motion of particles.įigure 1. Next, students read the animated Land of Bump story, which illustrates what happens when hot and cold dancers mix together on a dance floor (Figure 2). Students use an app called the Thermoscope to see inside matter two on-screen circles act like “magnifying glasses.” When fast-acting temperature probes are placed into hot and cold water, students use the Thermoscope to observe the relationship between temperature and speed of particle movement (Figure 1). Models can also represent invisible things, such as the particles that make up matter. For instance, globes and maps both model the Earth. In the first lesson, students learn about the use of models and modeling across scales. The Sensing Science Through Modeling Matter curriculum includes three multiday inquiry-based lessons around modeling, states of matter, and phase change. Do their concepts of matter change as they interact with the Sensing Science apps and curriculum? Are different apps associated with differences in students’ learning? Are students’ conception of particles consistent as they explain varied macroscopic phenomena? The curriculum Our project research focused on kindergarten students’ learning about matter. But what if young students could do more than observe macroscopic events? What if they could also develop and use models to make sense of the invisible? To find out, the Sensing Science Through Modeling Matter project developed four apps and a curriculum for kindergarten students to explain states of matter and phase change from a particulate view of matter. This simple phenomenon offers kindergarten students the opportunity to learn about solids and liquids, and the change between states. An ice cube melts when warmed, then refreezes when cooled.
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