Progression in children's understanding of a ‘basic’ particle theory: a longitudinal study

Abstract

Within the last two decades there has been considerable interest amongst researchers in children's understanding of the particle theory. The picture that has emerged from this work is one of a widespread failure of children to grasp particle ideas. This paper reports the findings of a three‐year longitudinal study which suggests that the situation might not be as bleak as it seems. Evidence is presented to show that reported ‘alternative’ ideas can form part of a progression towards a scientifically acceptable model. The study was conducted against a known and controlled teaching background, and, in the light of the children's responses, common practices in the teaching of particle ideas are challenged. It is argued that teaching might well be inadvertently promoting ‘alternative’ ideas as endpoints in themselves. Important implications for teaching and research are discussed.