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Developmental aspects of primary school children's construction of explanations of air pressure: the nature of conceptual change

journal contribution
posted on 01.12.1993, 00:00 authored by Russell TytlerRussell Tytler
A considerable amount of work has focussed on children's 'alternative conceptions' in science and their resistance to change. This study looks at the language in which children frame explanations in science, and the consistency of these explanations across contexts. Schoolchildren of age from 5 to 13 experimented in small groups with a range of activities illustrative of 'air pressure'. An analysis of transcripts of their discussions and of several written probes indicates a developmental factor in childrens preference for both explanatory forms and conceptions, in the types of links they made and in the consistency of their explanations across contexts. The analysis gives new insights into the nature of conceptual change.

History

Journal

Research in science education

Volume

23

Issue

1

Pagination

308 - 316

Publisher

Kluwer Academic Publishers

Location

Dordrecht, The Netherlands

ISSN

0157-244X

eISSN

1573-1898

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

1993, Australasian Science Education Research Association