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Progression in primary school children's conceptions of burning: toward an understanding of the concept of substance

journal contribution
posted on 01.09.1999, 00:00 authored by S Rahayu, Russell TytlerRussell Tytler
Children's conceptions of burning were explored through observation and discussion or a number of challenging phenomena. Analysis of written responses showed that children's conceptions are both specific and contextually based, and that there is little coherence in the use of any one conception across phenomena. Progression across the primary school years can be described, however, in terms of children's growing confidence with the idea of transformation of substances and the analysis relates this to a model based on changing commitments to the notion of substance defined by properties, rather than history. The conceptual trajectories described in the study are broadly consistent with previous studies of secondary school children.

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Journal

Research in science education

Volume

29

Issue

3

Pagination

295 - 312

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

1999, Australian Science Research Association

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