ABSTRACT

Evidence from the last two chapters shows that the social stock of knowledge is more like a free-choice cafeteria than a ladder to a hierarchy of stages. Our children can and do help themselves to new meanings and new knowledge according to social opportunity, personal preferences and intellectual tastes. All of these probably change with age, so knowledge both alters and develops: but learning is a much more intentional process. This chapter will look at a variety of different ways of learning about energy, for both children and adults.