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A Study of Consistency in the Use of Students' Conceptual Frameworks Across Different Task Contexts.
Peer reviewedClough, Elizabeth Engel; Driver, Rosalind – Science Education, 1986
Explores the issue of the consistency of use of students' conceptions across different tasks which probed understandings of aspects of pressure, heat, and biological evolution. Findings indicate that children have alternative frameworks for all investigated areas. (ML)
Descriptors: Biology, Cognitive Development, Concept Formation, Evolution
