”Marsianen och Jordingen” – ett redskap för elevers utforskande av materiens partikelnatur
DOI:
https://doi.org/10.61998/forskul.v14i1.58725Nyckelord:
kemi, lärandeverksamhet, motsättningar, lärandemodellen Marsianen och JordingenAbstract
Syftet med denna artikel är att, med utgångspunkt i lärandeverksamhet, analysera och diskutera, å ena sidan, vilka motsättningar mellan submikro- och makronivå som yngre elever erfar när de försöker förstå fenomenet smältning, och å den andra, på vilket sätt ett fantasifullt redskap – Marsianen och Jordingen – kan hjälpa elever att överbrygga motsättningar mellan vardagsföreställningar och teoretisk kunskap. Artikeln bygger på observationer från två lektioner i årskurs 4. Analysen fokuserar på situationer där elever relaterar submikroskopiska aspekter till observationer på makronivå. Tre motsättningar identifierades: att molekyler uppfattas som luft och finns inuti saker, att molekyler inte kan finnas i fasta ämnen eftersom de rör sig, samt att molekyler smälter när ämnet smälter. Resultaten visar även att eleverna använde Marsianen och Jordingen som en lärandemodell för att resonera om relationen mellan submikro- och makronivå.
”The Martian and the Earthling” – a tool for students to explore the particulate nature of matter
The purpose of this article is to analyse the contradictions between macro and sub-micro levels that younger students encounter when trying to understand melting, and how an imaginative tool—the Martian and the Earthling—can support bridging everyday conceptions and scientific knowledge. The article is based on observations from two grade 4 lessons. The analysis focused on situations where students attended to sub-micro aspects of observed phenomena and related them to macro-level observations. Three contradictions were identified: molecules are understood as air and located inside objects, molecules move and therefore cannot exist in solid substances such as candle wax, and molecules melt when the substance melts. The results also indicate that students used the Martian and the Earthling as a learning model for reasoning about the relationship between sub-micro and macro levels.
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