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<p>This study explores whether a&#xa0;short instruction can foster modeling practices of 5‑ to 6‑year-old preschool children. Within the context of a&#xa0;gear construction task, the study examined whether targeted support enhances test-based modifying (testing, observing, modifying) of models, and conceptual knowledge of gear rotation direction. In a&#xa0;pre-posttest design involving 156 children, an intervention group (IG) received a&#xa0;verbal-gestural instruction, while a&#xa0;control group (CG) engaged in a&#xa0;puzzle activity. Results indicate that the proportion of children performing at least one test-based modification increased. However, this increase was independent of the instruction. Moreover, no significant difference was found in the frequency of modifications between groups. Solution quality and correct observations of gear rotation of specific gears in the constructed models improved in both groups, but without specific benefits from the instruction. No gains were observed in conceptual knowledge of gear rotation direction. The results suggest that the brief verbal–gestural instruction did not contribute to preschoolers’ engagement in iterative modeling processes nor to gains in conceptual knowledge.</p>

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Testen, Verändern, Verstehen? Zur Wirkung sprachlich-gestischer Unterstützung auf Modellierungsprozesse im Vorschulalter

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月27日

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  • Timo Reuter,
  • Jonas Schäfer,
  • Miriam Leuchter

摘要

This study explores whether a short instruction can foster modeling practices of 5‑ to 6‑year-old preschool children. Within the context of a gear construction task, the study examined whether targeted support enhances test-based modifying (testing, observing, modifying) of models, and conceptual knowledge of gear rotation direction. In a pre-posttest design involving 156 children, an intervention group (IG) received a verbal-gestural instruction, while a control group (CG) engaged in a puzzle activity. Results indicate that the proportion of children performing at least one test-based modification increased. However, this increase was independent of the instruction. Moreover, no significant difference was found in the frequency of modifications between groups. Solution quality and correct observations of gear rotation of specific gears in the constructed models improved in both groups, but without specific benefits from the instruction. No gains were observed in conceptual knowledge of gear rotation direction. The results suggest that the brief verbal–gestural instruction did not contribute to preschoolers’ engagement in iterative modeling processes nor to gains in conceptual knowledge.