School scientific models about tectonic plates and earthquakes in primary education

Abstract

The Latin American school science curriculum proposes the use and construction of models to explain students’ daily life phenomena. However, just a few research projects have addressed so far, the models with which students begin their formal education, those they build upon completion and, comparatively, the expected school arrival model. This study compared the school models of a group of Chilean students on tectonic plates and earthquakes and the school model of arrival of primary school teachers. Several elements and conditions in common between the models were identified. However, persistent obstacles to students’ understanding were detected. The construction of school scientific models is discussed as an students to explain everyday phenomena in Latin America such as earthquakes, and that their comparison with the arrival teachers’ model would allow guiding students’ understanding in the process towards common elements.