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Peer reviewed Peer reviewed
ERIC Number: EJ574255
Record Type: Journal
Publication Date: 1998
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: N/A
Available Date: N/A
Progression in Children's Understanding of a "Basic" Particle Theory: A Longitudinal Study.
Johnson, Philip
International Journal of Science Education, v20 n4 p393-412 Apr-May 1998
Reports the findings of a study that suggest that alternative ideas can form part of a progression toward a scientifically acceptable model. Argues that teaching may be inadvertently promoting alternative ideas as endpoints. Contains 38 references. (DDR)
Descriptors: Chemistry, Concept Formation, Elementary Secondary Education, Foreign Countries, Higher Education, Misconceptions, Models, Physics, Prior Learning
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)
Grant or Contract Numbers: N/A
Author Affiliations: N/A