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Peer reviewedLongden, Ken; And Others – International Journal of Science Education, 1991
Children of 2 different age groups (11-12, n=246; and 13-14, n=196) were asked to draw and write about dissolving in 2 different ways. Greater percentage of children at both ages gave accurate particle interpretation that accurate view of observable process. Consistency between two ways of looking at dissolving was not found to improve with age.…
Descriptors: Age Differences, Chemistry, Cognitive Processes, Elementary Education
