Teaching and Investigating on Modelling through Analogy in Primary School

Abstract

Physics deals with complex systems by reducing them to relationships between a limited number of relevant quantities and general principles. Since we live in a reality characterised by an increasing complexity in all fields, an indispensable challenge arises for education to turn basic science instruction into a key stage of education per se. Is it possible to introduce some aspects of the physics approach as early as the first school years? Which ones, how, and with what results? Here, results of the initial phase of a three-year project on complexity are presented. This educational innovation path has been developed for elementary and middle schools and is designed as a gentle introduction to complex and systemic thinking. It aims to foster in children reasoning by analogies and the development of simple but effective and versatile basic concepts. The project exploits the use of the small set of primary metaphors already available in children’s cognitive toolkit to apply them to describing the characteristics of various circuits, from marbles to water and air to electricity. Pupils’ feedback was analysed through a single case study with a qualitative and quantitative methodology. Results were encouragingly positive and showed a wide range of abilities to capture and develop analogies on the topic of the circuit.

Keywords

• physics in primary schools
• electric circuits
• analogies and abstraction
• embodied mind
• imaginative education