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Deconstructing learning in science -young children's responses to a classroom sequence on evaporation
journal contribution
posted on 2000-12-01, 00:00 authored by Russell TytlerRussell Tytler, S PetersonFive year old children's ideas were tracked by a range of means during and subsequent to a classroom sequence on evaporation. They held a range of conceptions which changed in complex ways across context and time. These could only be made sense of by moving outside traditional conceptual change interpretations to include broader notions of appropriation of language as a cultural tool, of personal and social narrative responses to features of the phenomena and the classroom setting, and the nature of science explanations. The findings are used to explore the relationship between social and individual perspectives on learning, and to question some assumptions underlying conceptual change research.
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Journal
Research in science educationVolume
30Issue
4Pagination
339 - 355Publisher
SpringerLocation
Dordrecht, NetherlandsISSN
0157-244XeISSN
1573-1898Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2000, SpringerUsage metrics
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