| Abstract: | Previous work suggests that children largely perceive science as the passive observation and recording of events. In contrast, studies of practicing scientists show a concern with building and testing models. In this study we investigated the role of a design context for developing children's understanding of science as the construction and revision of models. Grade 1–2 children were given the task of building a model that works like a human elbow. Via discussion, model building, evaluation, and revision, children came to understand that not only motion but also constraints on motion were important qualities to include in their models. Moreover, review of classroom activity and analysis of the postmodeling interview suggest that as early as first grade, children's model-evaluation skills may be quite amenable to development: In comparison to a nonmodeling peer group, modelers were largely able to ignore perceptual qualities when asked to judge the functional qualities of models. Further, they showed an understanding of the modeling process in general that was similar to that of children 3–4 years older. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 125–143, 1997. |
