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A longitudinal study of children`s developing knowledge and reasoning in science
journal contribution
posted on 2005-07-27, 00:00 authored by Russell TytlerRussell Tytler, S PetersonThe 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 educationVolume
35Issue
1Pagination
63 - 98Publisher
SpringerLocation
Berlin, GermanyPublisher DOI
ISSN
0157-244XeISSN
1573-1898Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
Springer 2005Usage metrics
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