There is consensus among the existing literature that many students exhibit alternative conceptions as well as a resistance to conceptual change within science education, notably within the domain of physics. The current research aimed to investigate whether at an earlier age alternative knowledge that might facilitate conceptual change could be tapped into. In two computer-presented studies, 127 primary school children aged 4 to 11 years were assessed on their understanding of naturally induced object speed and acceleration along a horizontal, down an incline, and in free fall. Study 1 assessed the children's explicit conceptions of such motion using a tube and balls. Pictures of the set-up were presented on a computer screen, with descriptions of possible outcomes if motion were to take place, and the children were required to choose their prediction. The results show a high positive correlation with those from a previous task where the same tube-and-balls set-up had been used, but as a real object task. They further suggest that while the children's understanding generally does not comply with accepted scientific views there is conceptual change in explanations over age, indicating low resistance, if any, to change. Study 2 aimed to assess the same children's tacit understanding of object motion. They were shown short video clips of the same set-up used in Study 1, but with motion occurring, either correctly or incorrectly. During each trial the children were asked to make a decision as fast as possible – whether what they saw in the clips looked correct or incorrect. The results are contrasted to those of Study 1, indicating a mismatch between a task requiring explicit understanding and a task relying on tacit knowledge. These findings in particular merit subsequent investigation, and it is hoped that the overall findings may contribute towards facilitating conceptual change within early science education by making use of tacit knowledge.udud[Author's abstract]
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机译：现有文献之间的共识是，许多学生在科学教育中，特别是在物理学领域，表现出另类的观念以及对观念变化的抵制。当前的研究旨在调查在更早的时候是否可以利用可能有助于观念变革的替代知识。在两项由计算机呈现的研究中，评估了127名4至11岁的小学儿童对自然诱发物体沿水平，向下倾斜和自由下落的速度和加速度的理解。研究1使用管子和球评估了孩子对这种运动的明确概念。装置的图片显示在计算机屏幕上，并描述了如果要进行运动可能产生的结果，并且要求儿童选择他们的预测。结果显示与以前的任务具有高度正相关，在先前的任务中，使用了相同的球管设置，但作为真实对象任务。他们进一步建议，尽管儿童的理解通常不符合公认的科学观点，但随着年龄的增长，概念上会发生变化，表明对变化的抵抗力很低（如果有的话）。研究2旨在评估同一儿童对物体运动的默认理解。向他们显示了与研究1中使用的设置相同的短视频剪辑，但正确或不正确地发生了运动。在每次试验中，要求孩子们尽快做出决定-他们在剪辑中看到的是正确还是不正确。结果与研究1相反，表明需要明确理解的任务与依赖隐性知识的任务不匹配。这些发现尤其值得进行后续研究，并希望总体发现可以通过利用默认知识来促进早期科学教育中的观念变革。 ud ud [作者摘要]
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