NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ734328
Record Type: Journal
Publication Date: 2005-Mar
Pages: 36
Abstractor: Author
ISSN: ISSN-0157-244X
A Longitudinal Study of Children's Developing Knowledge and Reasoning in Science
Tytler, Russell; Peterson, Suzanne
Research in Science Education, v35 n1 p63-98 Mar 2005
The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children's growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children's responses to identical explorations of flight, separated by two years, are used to explore the interactions between conceptual knowledge and scientific reasoning, and the manner in which they change over this time. The paper discusses the particular insights afforded by a longitudinal study design, and some attendant methodological issues.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A