Supporting scientific modeling through curriculum-based making in elementary school science classes

Abstract

Abstract Our work investigates how Making may be used in the context of scientific modeling in formal elementary school science classes. This paper presents an investigation of fourth- and fifth-grade students engaging in Making activities to create simulation, concept-process, and illustrative models in the science classroom. Based on video analyses of the Making-based class sessions, a generalized process model was developed for each type of science model. In addition, cross-cutting themes were found in Making-based science modeling: first, there are two loops that intersect and interact with each other (modeling for Making and modeling for Science content), and they interrelate in various ways depending on science model type; and second, showcasing Making products (sharing with peers, teachers, or helpers) is a primary factor that determines students’ overall engagement with science in the activity. We suggest that Making-based science kit and lesson design needs to support students to showcase their Making output, on top of science-related reflections, and to consider the balance between Making and science activity. We conclude that Making has the potential to support the development of scientific model thinking in the elementary science classroom, but much further research is needed in this area.