File(s) under permanent embargo
Progression in primary school children's conceptions of burning: toward an understanding of the concept of substance
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.
History
Journal
Research in science educationVolume
29Issue
3Pagination
295 - 312Publisher
Kluwer Academic PublishersLocation
Dordrecht, The NetherlandsPublisher DOI
ISSN
0157-244XeISSN
1573-1898Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
1999, Australian Science Research AssociationUsage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC