'Heat breaks up charcoal and puts sulphur dioxide in'; 'The air pulls faster on heavy masses.' These and other similar statements by school-aged children untutored in physics carry two messages. First, children's pre-instructional conceptions of the physical world are a far cry from the received wisdom of science; second, despite their lack of orthodoxy, children's conceptions carry a definite sense of causal mechanism. This sense of mechanism is the focal concern of this book, originally published in 1998, for it raises issues of central importance to both psychological theory and educational practice.…mehr
'Heat breaks up charcoal and puts sulphur dioxide in'; 'The air pulls faster on heavy masses.' These and other similar statements by school-aged children untutored in physics carry two messages. First, children's pre-instructional conceptions of the physical world are a far cry from the received wisdom of science; second, despite their lack of orthodoxy, children's conceptions carry a definite sense of causal mechanism. This sense of mechanism is the focal concern of this book, originally published in 1998, for it raises issues of central importance to both psychological theory and educational practice.
Preface. Part 1: Introduction 1. Everyday Physics and Conceptual Structure 2. Rationale for a Developmental Perspective Part 2: Heat Transfer 3. Temperature Change and Childhood Theorising 4. The 'Peripheral' Case of Changes of Phase Part 3: Propelled Motion 5. Encapsulated Knowledge of Horizontal Motion 6. Horizontal and Vertical Motion Compared Part 4: Object Flotation 7. Flotation in Liquids and Stage-Like Progression 8. Flotation in Gases or Failure to Fall Part 5: Conclusion 9. An Action-Based Theory of Conceptual Growth 10. Action-Based Knowledge in a Wider Context. Appendix. Notes. References. Index
Preface. Part 1: Introduction 1. Everyday Physics and Conceptual Structure 2. Rationale for a Developmental Perspective Part 2: Heat Transfer 3. Temperature Change and Childhood Theorising 4. The 'Peripheral' Case of Changes of Phase Part 3: Propelled Motion 5. Encapsulated Knowledge of Horizontal Motion 6. Horizontal and Vertical Motion Compared Part 4: Object Flotation 7. Flotation in Liquids and Stage-Like Progression 8. Flotation in Gases or Failure to Fall Part 5: Conclusion 9. An Action-Based Theory of Conceptual Growth 10. Action-Based Knowledge in a Wider Context. Appendix. Notes. References. Index
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