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<p>Primary school students should be able to explain phenomena, such as the water cycle, using models. In addition to conducting experiments, scientific modeling is one way to explain and understand such phenomena. Studies show that primary school students can model the water cycle if there are suitable support measures. Findings for other contexts, such as solving salt in water, are scarce. However, to understand chemistry-related phenomena, they must be explained on a&#xa0;submicroscopic level. The extent to which this is possible in primary school needs to be empirically tested and is the reason for the study. The aim is to investigate whether primary school students can model chemistry-related phenomena and to what extent thinking at a&#xa0;submicroscopic level can be initiated. An intervention study was carried out in a&#xa0;comparison group design with 63&#xa0;students, focusing on learning situations about solubility that provided an opportunity for modeling. The learning situations supported thinking at a&#xa0;submicroscopic level. To promote modeling, the intervention group was provided with tasks designed to support explicit comparisons between different phenomena. The study was based on pre-post-interviews which were videotaped and evaluated using video analysis. The results show that the students can build models of chemistry-related phenomena and explain the phenomena (at different levels) using the model. Furthermore, the models of the intervention group depict process-related aspects significantly more often. The intervention group also revised the models significantly more often than the control group. In contrast, thinking on a&#xa0;submicroscopic level is only possible in individual cases.</p>

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Modellieren und Denken im Diskontinuum

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月2日

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  • Julia Elsner,
  • Claudia Tenberge,
  • Sabine Fechner

摘要

Primary school students should be able to explain phenomena, such as the water cycle, using models. In addition to conducting experiments, scientific modeling is one way to explain and understand such phenomena. Studies show that primary school students can model the water cycle if there are suitable support measures. Findings for other contexts, such as solving salt in water, are scarce. However, to understand chemistry-related phenomena, they must be explained on a submicroscopic level. The extent to which this is possible in primary school needs to be empirically tested and is the reason for the study. The aim is to investigate whether primary school students can model chemistry-related phenomena and to what extent thinking at a submicroscopic level can be initiated. An intervention study was carried out in a comparison group design with 63 students, focusing on learning situations about solubility that provided an opportunity for modeling. The learning situations supported thinking at a submicroscopic level. To promote modeling, the intervention group was provided with tasks designed to support explicit comparisons between different phenomena. The study was based on pre-post-interviews which were videotaped and evaluated using video analysis. The results show that the students can build models of chemistry-related phenomena and explain the phenomena (at different levels) using the model. Furthermore, the models of the intervention group depict process-related aspects significantly more often. The intervention group also revised the models significantly more often than the control group. In contrast, thinking on a submicroscopic level is only possible in individual cases.