The use of embodiment to teach updated models of matter components and interactions in secondary school

Abstract

In this study, we present an investigation of how modeling with embodiment can help to learn about natural phenomena that are far from the human eye. In particular, we analyze this tool to study updated models of matter components and their interactions (particle physics) in high school. We perform a qualitative analysis where we describe the methodological procedure in detail. 71 students are evaluated according to two factors: first, if they are able to build the final scientific model. Second, their degree of autonomy in this process. We also cross-check the qualitative results with a quantitative pre-post analysis, using a test about the general knowledge of particle physics, from classical models to the new models. The results are positive in both the qualitative and the quantitative analysis.