Young children learning about evaporation: a longitudinal perspective

Tytler, Russell and Peterson, Suzanne 2004, Young children learning about evaporation: a longitudinal perspective, Canadian journal of science, mathematics and technology information, vol. 4, no. 1, pp. 111-126, doi: 10.1080/14926150409556600.

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Title Young children learning about evaporation: a longitudinal perspective
Author(s) Tytler, RussellORCID iD for Tytler, Russell
Peterson, Suzanne
Journal name Canadian journal of science, mathematics and technology information
Volume number 4
Issue number 1
Start page 111
End page 126
Publisher Routledge
Place of publication Philadelphia, PA
Publication date 2004-01
ISSN 1492-6156
Keyword(s) learning
concept learning
school children
longitudinal method
Summary 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]
Language eng
DOI 10.1080/14926150409556600
Field of Research 130309 Learning Sciences
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
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