The argument will be advanced in this paper that naive physics is neither a collection of
unstructured knowledge elements nor a collection of stable misconceptions that need to be …

A theoretical framework is outlined in this article that attempts to explain the nature of
conceptual change that takes place in the learning of physical science. It is argued that a …

At the time when systematic science instruction starts, most children have already
constructed a naïve theory of physics that makes it possible for them to interpret phenomena …

Identifying the developmental origins of scientific thinking, as well as its endpoint, provides
an essential framework for understanding its development. The origins of scientific thinking …

Young children hold naive theories about the world around them, but how do these mediate
science learning in primary school? This paper considers the process of conceptual change …

In recent years, in the areas of science education, cognitive psychology, developmental
psychology, and cognitive science, a number of researchers have taken the position that in …

This case study provides an account of how one student responded to a teaching scheme
based upon a constructivist view of teaching and learning which maintains that all learning …

A good deal of research has addressed the topic of naive physics knowledge, with a focus
on the physics domain of classical mechanics. In particular, it has been proposed that …

We describe the main principles of the framework theory approach to conceptual change
and briefly report on the results of a text comprehension study that investigated some of the …

The later sections of the monograph have three goals:(a) to abstract and clarify the
theoretical framework into a form suitable for application to knowledge systems other than …