Parallelism in the development of children's ideas and the historical development of projectile motion theories

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Abstract
A study of the development of children's conceptions with respect to projectile motion was carried out in Ukraine and Israel, with the participation of 1017 subjects in grades 3 to 12. The purpose of the research was to investigate the fundamental hypothesis of genetic epistemology with respect to concepts of motion. The fundamental hypothesis states that the development of children's concepts of nature parallel the historical development of the concepts. It was found that the development of children's concepts of motion proceeds by stages, with the concepts at each stage parallel to a corresponding historical stage. A mathematical model was constructed to describe development by stages quantitatively. The theoretical model gave an excellent fit to the empirical data, and this supports the hypothesis of parallelism. The two‐country research made it possible to compare the effects of quite different school science curricula upon the development of children's concepts.

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