A longitudinal study of children`s developing knowledge and reasoning in science

Tytler, Russell and Peterson, Suzanne 2005, A longitudinal study of children`s developing knowledge and reasoning in science, Research in science education, vol. 35, no. 1, pp. 63-98, doi: 10.1007/s11165-004-3434-1.

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Title A longitudinal study of children`s developing knowledge and reasoning in science
Author(s) Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Peterson, Suzanne
Journal name Research in science education
Volume number 35
Issue number 1
Start page 63
End page 98
Publisher Springer
Place of publication Berlin, Germany
Publication date 2005-07-27
ISSN 0157-244X
Keyword(s) attitudes
science learning
Summary The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children’s growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children’s responses to identical explorations of flight, separated by two years, are used to explore the interactions between conceptual knowledge and scientific reasoning, and the manner in which they change over this time. The paper discusses the particular insights afforded by a longitudinal study design, and some attendant methodological issues.
Language eng
DOI 10.1007/s11165-004-3434-1
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©Springer 2005
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003415

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