Mental Models of Elementary and Middle School Students in Analyzing Simple Battery and Bulb Circuits

Michael Jabot, David Henry

Written assessment items were developed to probe students' understanding of a variety of direct current (DC) resistive electric circuit concepts. The items were used to explore the mental models that grade 3-8 students use in explaining the direction of electric current and how electric current is affected by different configurations of simple battery and bulb circuits. Consistency of applying mental models in different, but equivalent, circuits was also analyzed. Students analyses of current flow direction was categorized into one of two mental models: (1) bidirectional and (2) unidirectional. We found an increase in the consistency of current flow direction mental model use coinciding with grade 4 instruction of batteries and bulbs, however, the proportion of students using a bidirectional flow model was similar in grades 3-8.

A Comparative Model for Field Investigations: Aligning School Science Inquiry with Practices of Contemporary Science

Mark Windschitl et al.

Field investigations are not characterized by randomized and manipulated control group experiments, however most school science and high-stakes tests recognize only this paradigm of investigation. Scientists in astronomy, genetics, field biology, oceanography, geology, and meteorology routinely select naturally occurring events and conditions and look for descriptive, correlative, or causal trends. Field investigations contribute to scientific knowledge by describing natural systems, noting differences in habitats, and identifying environmental trends and issues; they are designed to answer an investigative question through the systematic collection of evidence and the communication of results. This paper describes the range of field investigations conducted by scientists and K-12 students and elaborates a comparative model of three different types of field investigations (descriptive studies, comparative studies, correlative studies). These forms of investigation are more representative of current scientific practice and provide rigorous and engaging inquiry experiences for young learners.

“I Actually Learned a lot from This”: A Field Assignment to Prepare Future Preservice Math Teachers for Culturally Diverse Classrooms

Jayne A. Downey, Georgia A. Cobbs

Teacher education programs are cognizant of the need to prepare preservice teachers (PTs) to work effectively with children from diverse cultural backgrounds. Well-constructed field experiences can help PTs develop awareness and gain understanding of important cultural considerations related to effective teaching and learning (Sleeter, 2001). This paper describes a unique field assignment created for an Elementary Math Methods course in which 61 PTs were trained to conduct a semi-structured interview with a student whose cultural background was different than their own. PTs transcribed their own interviews and completed a guided reflection on their experiences. Reflections were submitted and analyzed for emerging themes. Analyses suggest that the structured interview component of this field assignment provided PTs with increased insight into mathematics instruction and the learning needs of diverse students. We also discuss the value and limitations of this instructional innovation and propose avenues by which to continue to help PTs grow toward becoming culturally relevant pedagogists (Irvine, 2003).