The impact of a science demonstration on children's understandings of air pressure

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Abstract
Constructivist theory guided our investigation of the impact of a scientific demonstration on children's understandings of air pressure. Primary data sources included children's written and oral interview responses. For one‐third of the children, the demonstration reinforced previous understandings. These children appeared to utilize their prior knowledge and experiences to construct the purpose and meaning of the demonstration. Therefore, these children's understandings were not sufficiently challenged by observing the demonstration or the social interactions that occurred. Recommendations for using demonstrations to promote children's scientific understandings are presented herein.