期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：4
页码：1407-1413
DOI：10.29333/ejmste/83678
出版社：Pamukkale Univ Dept Sci Education
摘要：144 children aged 5 to 12 years made initial predictions about the speeds of a heavy
and a light ball rolling down a slope. They were then asked to consider how changing
the incline height would impact the initial predictions. The findings illustrate a shift
from rigid differentiation to more flexible knowledge structures. While perceptions
changed with increasing age from light-as-faster to heavy-as-faster, younger children
were also less likely to believe that any other incline steepness could conceivably lead
to a different outcome. Older children, on the other hand, showed a heightened
awareness of how changing incline heights could allow for alternative motion patterns.
The study adds to current understanding of conceptual development. It expands on
the debate between knowledge-in-pieces and knowledge-as-theory, concluding within
its constrained scope that development of scientific knowledge about object motion
possibly occurs in a transition from pieces to theory. Consequentially, the paper also
considers implications for early science education.
关键词：commonsense theories of motion; conceptual development; conceptual;
change; science education
