Abstract Researchers from multiple perspectives have
shown that young students can engage in the scientific
reasoning involved in science experimentation. However,
there is little research on how well these young students
learn in inquiry-based learning environments that focus on
using scientific experimentation strategies to learn new
scientific information. This work investigates young children’s
science concept learning via inquiry-based instruction
on the thermodynamics system in a developmentally
appropriate, technology-supported learning environment.
First- and third-grade students participate in three sets of
guided experimentation activities that involve using
handheld computers to measure change in temperature
given different types of insulation materials. Findings from
pre- and post-comparisons show that students at both grade
levels are able to learn about the thermodynamics system
through engaging in the guided experiment activities. The
instruction groups outperformed the control groups on
multiple measures of thermodynamics knowledge, and the
older children outperform the younger children. Knowledge
gains are discussed in the context of mental models of
the thermodynamics system that include the individual
concepts mentioned above and the relationships between
them. This work suggests that young students can benefit
from science instruction centered on experimentation
activities. It shows the benefits of presenting complex
scientific information authentic contexts and the importance
of providing the necessary scaffolding for meaningful
scientific inquiry and experimentation.