ABSTRACT
This book is about the way learners think and learn about science topics. There is now a good deal of research into these topics (for example, reviewed in Taber, 2013), although much of it is reported in technical literature that is not readily available to classroom teachers and others working directly with young learners (Duit, 2009). This book draws on that research literature, with a particular focus on informing those, such as teachers, supporting the learning of students. In particular, this book is intended to help teachers and others when they seek to make sense of students’ thinking by interpreting what students say (and write) about science topics.
