Explicit versus tacit knowledge in early science education : the case of primary school children's understanding of object speed and acceleration
Children are not blank slates when they begin school; instead, they bring prior conceptions about the everyday world with them. Situations of motion are ubiquitous in everyday life, and because of much interchange with the physical world conceptions are affected from a very early age. Yet prior conc...
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University of Cambridge
2011
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541845 |