Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.


Durham Research Online
You are in:

The development of children's concept of a substance : a longitudinal study of interaction between curriculum and learning.

Johnson, P. M. (2005) 'The development of children's concept of a substance : a longitudinal study of interaction between curriculum and learning.', Research in science education., 35 (1). pp. 41-61.

Abstract

This paper is a reflection on a three-year longitudinal study that explored the development of children’s concept of a substance, for which detailed results concerning children’s understandings have been reported elsewhere. The attention in this paper is on the methodological features related to the longitudinal nature of the study and the insights into pupils’ learning that were afforded by its design. There is, of course, an extensive literature on children’s understandings of scientific ideas, and the nature of conceptual change involved in learning is a contested area. I argue in the paper that longitudinal studies are uniquely placed to inform the debate, and by focusing on this particular study the aim is to demonstrate the kind of contribution that can be made.

Item Type:Article
Additional Information:
Keywords:Chemical change, Methodology, Particles.
Full text:Full text not available from this repository.
Publisher Web site:http://dx.doi.org/10.1007/s11165-004-3432-3
Record Created:29 Jan 2007
Last Modified:08 Apr 2009 16:27

Social bookmarking: del.icio.usConnoteaBibSonomyCiteULikeFacebookTwitterExport: EndNote, Zotero | BibTex
Usage statisticsLook up in GoogleScholar | Find in a UK Library