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Peer reviewedEckstein, Shulamith G.; Shemesh, Michal – Journal of Research in Science Teaching, 1993
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…
Descriptors: Concept Formation, Developmental Stages, Educational Research, Elementary Secondary Education
