Alexis Markavage is a Ph.D. student in Science Education at Indiana University and a former K–1 teacher specializing in inquiry-based, project-driven instruction.

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Blog Posts:

Building Transfer in Elementary Science
11/10/24

Embracing the Mess: Learning Through Exploration - 10/25/24

Investigating Bubbles: A Playful Path to Scientific Thinking - 11/2/22
Building Transfer in Elementary Science
11/10/24

This year, as a first-year Ph.D. student in Science Education at Indiana University, I’ve been learning just as much as the students I teach. One of my main responsibilities has been leading a science methods course for undergraduate preservice teachers. A foundational idea we’ve returned to throughout the semester is the concept of transfer. This is something I admittedly hadn’t considered much during my own years as a classroom teacher.

In the context of science education, transfer refers to a student’s ability to apply knowledge and skills learned in one context to new and unfamiliar situations. It’s what bridges classroom instruction and real-world thinking. When students develop the capacity to transfer, they’re not just learning science facts, they’re learning how to think scientifically.

This spring, we explored transfer through a thoughtfully sequenced unit inspired by Ambitious Science Teaching’s Ice Cream Unit for Grade 2. Rather than front-load students with vocabulary or textbook explanations, we began with an experience—making ice cream in a bag. It was playful, messy, and immediately engaging. But more importantly, it opened the door to some rich scientific thinking.

Building Transfer Step by Step:

  1. Grounding Concepts in Experience - The ice cream activity introduced heat transfer in a tangible way. Students could feel the cold seeping through the bag, notice how the ingredients changed state, and begin asking questions rooted in observation.
  2. Extending Through Investigation - We followed with a color-diffusion experiment using hot and cold water. Students began to link temperature with molecular behavior—constructing explanations based on what they observed, not what they were told.
  3. Modeling Molecular Motion - Using Legos, students modeled the arrangement of particles in solids and liquids. This gave them a concrete way to represent abstract ideas and connect their experience back to observable phenomena.
  4. Applying Understanding - Students then examined classroom materials to identify physical properties and predict behaviors, using their growing understanding of particles and states of matter.



What Transfer Looks Like in Practice: True transfer isn’t just about recalling a definition. It’s about taking what was learned while doing and using that understanding to interpret new experiences. When students use prior investigations to explain a new phenomenon, they're showing that transfer is taking place.

5 Ways to Support Transfer in Elementary Science:

  1. Start with Experience - Begin with a hands-on activity before explaining the concept. Let students observe and question before defining terms.
  2. Use Real-World Contexts - Ground investigations in familiar scenarios—like food, weather, or play—to help students connect school and home life.
  3. Integrate Across Subjects - Make connections between science and literacy, math, or the arts. For example, writing about the steps in an investigation supports both language development and metacognition.
  4. Promote Critical Thinking - Encourage students to make predictions, test ideas, and revise their thinking. Scaffold these opportunities with sentence starters or discussion routines.
  5. Make Learning Visible - Use models, drawings, or student-led presentations to externalize thinking. Reflection activities help students articulate what they’ve learned and how it connects.

Science instruction can feel messy (both literally and figuratively). But when students are given opportunities to do science before being asked to explain it, we’re not just teaching content, we’re nurturing scientific thinking.

The next time you plan a unit, consider what opportunities your students have to transfer their knowledge. How are your lessons building from one another to create lasting understanding?


References
Chinn, C. A., & Iordanou, K. (n.d.). Theories of Learning.
Ambitious Science Teaching. (n.d.). Ice Cream Unit Grade 2 Teacher Guide.