This paper describes preliminary results of the analysis of a subset of data in which third grade children argue about how current travels through a simple circuit in a whole-class discussion. A model of four distinct patterns of argumentation among these eight-year-old children is proposed and described in this discussion.
- Grade 1
- Grade 6
- Grade 8
- Grade 9
Keywords:physics education,Informal Education,Education,natural sciences,NSDL,PERC 2003,Education Foundations,children's scientific concepts,Physics,Higher Education,Elementary School,NSDL_SetSpec_439869,problem solving,Cognition,Life Science,teaching,Physics Education Research,oai:nsdl.org:2200/20061003064035699T,General Physics,Vocational/Professional Development Education,Graduate/Professional
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