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In this paper we present results from a 10 year (1997-2006) longitudinal study in which we, by interviews once or twice every year, followed how students, throughout the compulsory school, developed their understanding of three situations in which transformations of matter occur. We believe that students have to meet scientific ideas early in order...
In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13years of age in their reasoning about transformations of matter. The questions addressed included how the students...
We report on a long‐term study of young children's understanding of matter and its transformations. Interviews concerning children's conceptions of three different natural phenomena were carried out regularly. These conceptions could be seen in the idioms, personal framings of experiences, that became apparent as a result of the longitudinal design...