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Young Children Learning about Living Things: A Case Study of Conceptual Change from Ontological and Social Perspectives
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Venville, Grady – Journal of Research in Science Teaching, 2004
Although research from a developmental/psychological perspective indicates that many children do not have a scientific understanding of living things, even by the age of 10 years, little research has been conducted about how students learn this science topic in the classroom. This exploratory research used a case-study design and qualitative…
Descriptors: Change Strategies, Concept Formation, Child Development, Biological Sciences