The ideas that children have about science concepts have for the past decade been the subject of a wealth of international research. But while the area has been strong in terms of data, it has suffered from a lack of theory.
Children''s Informal Ideas in Science addresses the question of whether children''s ideas about science can be explained in a single theoretical framework. Twelve different approaches combine to tackle this central issue, each taking a deliberately critical standpoint. The contributors address such themes as values in research, the social construction of knowledge and the work of Piaget in a rich contribution to the debate without claiming finally to resolve it. The authors conclude with a discussion of how a theory can be built up, along with suggestions for ways ahead in the research.

The ideas that children have about science concepts have for the past decade been the subject of a wealth of international research. But while the area has been strong in terms of data, it has suffered from a lack of theory.
Children''s Informal Ideas in Science addresses the question of whether children''s ideas about science can be explained in a single theoretical framework. Twelve different approaches combine to tackle this central issue, each taking a deliberately critical standpoint. The contributors address such themes as values in research, the social construction of knowledge and the work of Piaget in a rich contribution to the debate without claiming finally to resolve it. The authors conclude with a discussion of how a theory can be built up, along with suggestions for ways ahead in the research.

The ideas that children have about science concepts have for the past decade been the subject of a wealth of international research. But while the area has been strong in terms of data, it has suffered from a lack of theory.
Children''s Informal Ideas in Science addresses the question of whether children''s ideas about science can be explained in a single theoretical framework. Twelve different approaches combine to tackle this central issue, each taking a deliberately critical standpoint. The contributors address such themes as values in research, the social construction of knowledge and the work of Piaget in a rich contribution to the debate without claiming finally to resolve it. The authors conclude with a discussion of how a theory can be built up, along with suggestions for ways ahead in the research.