Abstract
In this research, we have applied literature in science conceptions research as well as field investigation to probe alternative conceptions of primary school pupils. Theoretical studies from the literature have shown that there were many emph ases on the physical meaning and the effects drawn by philosophers of science leading to the formation of paradigms on science conceptions research. Our focus on primary school pupils' alternative conceptions related to batteries are divided into four pha ses: (1) analyze context regarding battery in present primary school and subsequent nine-years of continuous curricula; (2) summarize propositional statements and develop target concept map on battery from the comments and responses of researchers, in-ser vice teachers and pupils; (3) edit protocols for interviews; (4) collect and analyze pupils' alternative conceptions using the tools described above. Results, from 18 primary school pupils, show that our joint venture on concept formation research has bee n affected by the four temporal paradigms formed at certain prominent historical landmarks in science conceptions research. Our data also show some similarity and generalization with that in the literatures on science conceptions research.
| Keywords: | alternative conception; primary school; interview; concept research; battery |
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