Messy, Contradictory and Obstinately Persistent: A Study of Children's Out-of-School Ideas about Energy.

Solomon, Joan

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Peer reviewed

ERIC Number: EJ290351

Record Type: Journal

Publication Date: 1983

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Messy, Contradictory and Obstinately Persistent: A Study of Children's Out-of-School Ideas about Energy.

Solomon, Joan

School Science Review, v65 n231 p225-29 Dec 1983

Discusses students' formation of concepts about energy, classifying responses as living/nonliving, human (vitalism or activity), and nonhuman (supply or demand). Observations were based on class discussions and free writing, followed by questioning to check on stability of concepts. Also collected and reported are student responses (examples of energy) before/after instruction. (JM)

Descriptors: Age Differences, Cognitive Development, Comprehension, Concept Formation, Concept Teaching, Discrimination Learning, Elementary Education, Elementary School Science, Energy, Learning Processes, Schemata (Cognition), Science Education, Science Instruction, Scientific Concepts

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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