Recreational experiences for teaching basic scientific concepts in primary education: The case of density and pressure

Abstract

Recreational science experiences were used as a teaching tool in the learning process of two basic concepts at primary school level: pressure and density. These kinds of resources are widely spread as hook methodologies in non-formal educative areas, but this work puts them into the formal school space. A comparative study in four primary students groups was carried out, involving up to 82 students of 10-11 years old. Control groups were submitted to the traditional oral-based classroom whereas the experimental groups underwent a novel teaching methodology totally based on recreational science experiences. The results showed that although the immediate knowledge acquisition is similar in both cases, the use of recreational science inside classroom enhances the remembrance of the learning experience and probably links positive emotions to science education.