Introducing Bifocal Modeling Framework in Elementary School: Learning Science Using Tangible Modeling Tools

Abstract

In this study, we implemented a Bifocal modeling unit on diffusion with physical models instead of computational models, using two different tools: 1. Paper modeling, 2. Modeling with micro-robot toy. We worked with 5th grade students for a period of 5 hours. After running experiments, students developed physical models and then interacted with a virtual model. Using either tool, students significantly improved their conceptual understanding of diffusion, but engaged differently in the modeling processes.