Addressing Complexity in Primary School Through Basic Physics and Metaphorical Narrative: Learning Circuits

Is it possible to introduce some aspects of the physical science approach as early as the first years of school? Which ones and with what results? Here we describe the first outcomes of the initial stage of a two-year project we have been developing for elementary school. It is conceived as a gentle introduction to complex and systemic thought, and it aims to foster in children the development of powerful basic concepts through analogical skills which we believe are an essential part of the scientific approach. The project—designed so that it can also be carried out independently by teachers—exploits the use of the small set of primary metaphors already available in children’s language in order to apply them to the description of the characteristics of various circuits, from marble circuits to water and air circuits, and, finally, to electric circuits. Children’s response has been investigated through a single case study with a quantitative methodology. A preliminary look at the results shows a lively and effective engagement of the children and a wide range of ability on their part to grasp and develop analogies on the topic.