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A longitudinal study of children`s developing knowledge and reasoning in science

journal contribution
posted on 27.07.2005, 00:00 authored by Russell TytlerRussell Tytler, S Peterson
The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children’s growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children’s responses to identical explorations of flight, separated by two years, are used to explore the interactions between conceptual knowledge and scientific reasoning, and the manner in which they change over this time. The paper discusses the particular insights afforded by a longitudinal study design, and some attendant methodological issues.

History

Journal

Research in science education

Volume

35

Issue

1

Pagination

63 - 98

Publisher

Springer

Location

Berlin, Germany

ISSN

0157-244X

eISSN

1573-1898

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

Springer 2005