Model based reasoning and the learning of counter-intuitive science concepts

Abstract

The capacity to create and manipulate models is a fundamental form of human reasoning and plays an important role in scientific discovery and in the learning of science. In this article I argue that model based reasoning is available even to very young children who are capable of constructing mental models to represent their everyday physical reality. These mental representations can act as mediators in the interpretation of counter-intuitive scientific information as well as in the understanding of cultural artifacts. Model based reasoning can be developed through appropriate instruction in ways that foster conceptual change processes and the learning of science. © 2013 Fundación Infancia y Aprendizaje.