School scientific modeling to explore the circulatory system in early childhood education

摘要

We present the results of a study that aimed to analyze, through interaction in the classroom, the modeling processes in a group of pre-school students during a didactic sequence related to the circulatory system. The theoretical-methodological framework that guided the construction of categories was based on the modeling actions of Mortimer and Scott (2003). The results show that empirical descriptions are the most recurrent actions. On the other hand, in the construction of the model, students managed to introduce more and more elements to the structure, characteristics and functions, which resulted in a more complex view on the circulatory system, involving organs from different parts of the body and relating each of them through blood flow.