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The nature of students’ informal science conceptions

journal contribution
posted on 01.01.1998, 00:00 authored by Russell TytlerRussell Tytler
Case studies have been constructed of primary school children’s developing explanations of a range of air pressure phenomena. A range of conceptions relating to air pressure have been identified, and insights gained concerning the way these interrelate over time and over context. It was found that children are naturally generative in their construction of explanations, but that they use conceptions in quite complex and fluid ways. It is argued that naive conceptions maintain a valuable function as intuitive recognition elements that feed more sophisticated conceptions, and that generating a satisfying explanation for a phenomenon can involve having access to a range of interrelated conceptions. A range of contextual factors were identified, which influence the construction of explanations, and can act as barriers to the application of scientific conceptions.

History

Journal

International journal of science education

Volume

20

Issue

8

Pagination

901 - 927

Publisher

Routledge

Location

Abingdon, Eng.

ISSN

0950-0693

eISSN

1464-5289

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

1998, Taylor & Francis