Modeling-based Learning in Pre-School Science: Affordances of Different Types of Children-Constructed Models

Despite its proven added value, Modeling-based Learning(MbL) in science is not commonly incorporated into early grades science education. Following a growing body of research on using MbL in early grades, this multi-case study seeks to provide detailed descriptions of the implementation of MbL with 3 groups of pre-K children engaged in the study of three different phenomena, taught by 3 different teachers participating in a professional development program of pre-school science education. Findings across the different cases suggest that participating pre-school children were successfully engaged in authentic MbL activities and developed several different types of models using knowledge and experiences, as well as a variety of features of both analogical and mechanistic reasoning. I use this evidence to argue that (a)different MbL tools may afford different learning opportunities; (b)pre-school children have modeling resources that can use to utilize different tools using MbL in natural ways of young children learning (e.g.,playing).