Primary-Grade Students' Knowledge and Thinking About the Supply of Utilities (Water, Heat, and Light) to Modern Homes

Abstract

The traditional K-3 social studies curriculum has focused on cultural universals, including shelter. To gather information about children's prior knowledge and thinking (including misconceptions) about this topic, individual interviews were conducted with 216 K-3 students, stratified according to grade, socioeconomic status, achievement level, and gender. Analysis of their responses to questions about utilities in contemporary homes indicated that the students possessed only limited and spotty knowledge. Almost all understood that water is piped into the home, but many did not appreciate that it is drawn from fresh-rather than saltwater-sources and purified first, and that it arrives at the home under pressure. Most understood that thermostats are used to adjust heating in a home, but were vague about where the heat comes from or how the system works. Students' thinking appeared to progress from believing that a utility company supplies heat directly and the furnace is merely a storage place, to knowing that heat is generated in the furnace but not knowing how, to knowing that the furnace contains a fire that heats air. A majority knew that electricity is involved in creating light because they knew that one must throw a switch to allow electricity to enter the bulb. However, they were unable to explain how the arrival of electricity causes the bulb to light up. No student provided a fully adequate explanation of lighting. Most students understood that we pay for our utilities, but were unclear or incorrect about whom we pay and for what. Few understood that "heating" bills are actually for electricity consumed when light bulbs are activated. Within these general trends, there was evidence of growth in knowledge across the K-3 grade range and of occasional socioeconomic status, achievement level, and gender differences.