Reasoning about structure and function: Children's conceptions of gears

Abstract

Twenty-three second graders and 20 fifth graders were interviewed about how gears move on a gearboard and work in commonplace machines. Questions focused on transmission of motion; direction, plane, and speed of turning; and mechanical advantage. Several children believed that meshed gears turn in the same direction and at the same speed. Many second graders provided very incomplete explanations of transmission of motion. Most children confused mechanical advantage with speed. Yet as the interview proceeded, several fifth graders generalized conceptions about transmission of motion into a rule about turning direction. They increasingly justified their ideas about gear speed by referring to ratio. Children's reasoning became more general, formal, and mathematical as problem complexity increased, suggesting that mathematical forms of reasoning may develop when they provide a clear advantage over simple causal generalizations. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 3-25, 1998.

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