The ideas that children have about science concepts have for the
past decade been the subject of a wealth of international research.
But while the area has been strong in terms of data, it has
suffered from a lack of theory. Children's Informal Ideas in
Science addresses the question of whether children's ideas about
science can be explained in a single theoretical framework. Twelve
different approaches combine to tackle this central issue, each
taking a deliberately critical standpoint. The contributors address
such themes as values in research, the social construction of
knowledge and the work of Piaget in a rich contribution to the
debate without claiming finally to resolve it. The authors conclude
with a discussion of how a theory can be built up, along with
suggestions for ways ahead in the research.
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