Type:

Other

Description:

A study (n=631) of children's ideas on motion of objects is reported. On three items of a four-part questionnaire, responses changed as the children matured, passing through distinct, successive stages with respect to their conceptual understanding. If teaching strategies to overcome misconceptions are to be effective, they must be appropriate to the particular misconceptions prevalent at each stage.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

oai:nsdl.org:2200/20061003063003867T,NSDL,Elementary Secondary Education,Education Foundations,Instructional Issues,Foreign Countries,Misconceptions,Science Education Research,Social Sciences,Alternative Conceptions,Israel,Models,Scientific Concepts,Science Education,Life Science,Developmental Stages,Science Instruction,Concept Formation,Middle School,Cognition,Motion,Pedagogy,Physics,Cognition Development,Educational Research,Education Practices,History/Policy/Law,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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