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Young children learning about evaporation: a longitudinal perspective
journal contribution
posted on 2004-01-01, 00:00 authored by Russell TytlerRussell Tytler, S PetersonThis paper traces the learning pathways over a 4-year period of 12 children learning about evaporation. The findings show the complexity and dependence on context of children's understandings. Detailed transcripts for 2 children are used to demonstrate how understandings of phenomena are framed within a network of personal narratives of self that reflect children's different subjectivities as learners and school children, It is argued that the longitudinal methodology opens up a more complex and nuanced view of children's conceptual learning in school settings than is afforded by cross-sectional studies and that the focus on individuals over time compels a very different construction of the learner than is represented in mainstream conceptual-change literature. [ABSTRACT FROM AUTHOR]
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Journal
Canadian journal of science, mathematics and technology informationVolume
4Issue
1Pagination
111 - 126Publisher
RoutledgeLocation
Philadelphia, PAPublisher DOI
ISSN
1492-6156Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2004, Taylor & FrancisUsage metrics
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