Common‐sense reasoning about conservation: the role of action
- 1 January 1990
- journal article
- research article
- Published by Taylor & Francis in International Journal of Science Education
- Vol. 12 (1) , 51-66
- https://doi.org/10.1080/0950069900120105
Abstract
This exploratory study concerns a basic ontology of things that are conserved in the common‐sense reasoning of 14‐17‐year‐old students. A questionnaire was given to 84 students in which they were asked to classify a list of different things into several ontologically different categories. They were also asked to explain some of their choices. The results are interpreted with the help of a psychogenetic and sociogenetic approach derived from Piagetian theory. The analysis suggests the possible role of actions in common‐sense reasoning about conservation.This publication has 3 references indexed in Scilit:
- PROLOG and models of reasoning in sciencePhysics Education, 1987
- Understanding students’ understandings: An example from dynamicsEuropean Journal of Science Education, 1985
- On natural thinkingEuropean Journal of Science Education, 1985