ABSTRACT
An extensive literature, built up in recent years, indicates that children develop ideas about natural phenomena before they are taught science in school (Driver et al., 1985; Gentner & Stevens, 1983; Helm & Novak, 1983; Jung, Pfundt, & Rhoneck, 1982; Pfundt & Duit, 1991). In some instances, these ideas (variously described as preconceptions, misconceptions, intuitions, alternative conceptions, alternative frameworks, naive theories) are in keeping with the science that is taught. In many cases, however, there are significant differences between children's notions and school science.
