August 1st, 2011 | RESEARCH
This paper presents the findings from a longitudinal study (over 7 years) of primary pupils' learning and understanding of evaporation. The authors focus on the role of context, narratives, and the students' representations to explain the developments in understanding, offering an alternative to traditional conceptual change perspectives.
Document
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Team Members
Heather King, Author, King’s College LondonRelated URLs
Tags
Audience: Educators | Teachers | Elementary School Children (6-10) | Evaluators | Museum | ISE Professionals
Discipline: Chemistry | Education and learning science
Resource Type: Research Brief