Young Children Learning About Living Things: A Case Study of Conceptual Change from Ontological and Social Perspectives

This paper can be used with CTS sections II and IV to explore young children's conceptions about whether something is living. Recommendations are provided for teaching strategies that focus on conceptual change.


Bibliographic Citation

Venville, G. (2004). Young Children Learning About Living Things: A Case Study of Conceptual Change from Ontological and Social Perspectives. Journal of Research in Science Teaching. Vol 41(5). Pp 449-480.


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