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Children's intuitive understandings of physical phenomena often diverge significantly from established scientific concepts, revealing a unique sense of causal mechanisms. This exploration highlights the gap between pre-instructional beliefs and scientific knowledge, emphasizing the implications for psychological theory and educational practices. Originally published in 1998, the book delves into how these misconceptions can inform teaching strategies and enhance learning outcomes in physics, ultimately bridging the divide between children's perceptions and scientific understanding.
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Conceptual Structure in Childhood and Adolescence, Christine Howe
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- 2016
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