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Peer reviewedVosniadou, Stella – Journal of Curriculum Studies, 1991
Observes that a naive grasp of science makes it difficult to acquire further scientific knowledge. Argues that students must restructure intuitive knowledge to conform to contemporary scientific ideas. Explores mental models that students employ in thinking about scientific concepts. Explains how teachers should work from these models to change…
Descriptors: Astronomy, Cognitive Psychology, Curriculum Development, Elementary Education
