AN EXPLANATION OF CHILDREN'S PRECONCEPTIONS AND THESE CHANGES IN SCIENCE LESSON -A CASE STUDY ON THE WATER EVAPORATION-
1989 Volume 30 Issue 2 Pages 1-8
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1989 Volume 30 Issue 2 Pages 1-8
In this paper the author has intented to investigate the nature of children's preconceptions and the changing processes of these through the analysis of the science lesson on the water evaporation at the 4th grade in elementary school. The main points arising from this study are as follows: (1) Children's preconceptions take the form of procedural knowledge. (2) When children become aware of the conflict of their preconceptions and falsify them, their procedurally encoded knowledge is tranformed into scientific concepts. (3) When the science teaching fails to envisage the teacher assisting the children to articulate and explore their own procedural knowledge, they coexist their preconceptions with the declarative knowledge presented by the teacher.
