ABSTRACT
Much of science education research is concerned with understanding children’s prior knowledge of the natural world (Pfundt & Duit, 2009). This work is motivated by the assumption that students possess intuitive knowledge of science – knowledge gained outside of formal instruction – that impacts how they learn formal science (e.g., NRC, 2007). It is hoped then that finding out more about the intuitive knowledge itself will help make classroom instruction more effective and meaningful. As Clement (2000) claims, “Mapping this ‘hidden world’ of indigenous thinking is crucial for the success of instructional design” (p. 547).
