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Young children learning about evaporation: a longitudinal perspective

journal contribution
posted on 01.01.2004, 00:00 authored by Russell TytlerRussell Tytler, S Peterson
This 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]

History

Journal

Canadian journal of science, mathematics and technology information

Volume

4

Issue

1

Pagination

111 - 126

Publisher

Routledge

Location

Philadelphia, PA

ISSN

1492-6156

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2004, Taylor & Francis