Conclusion
Two points associated with the general trends are particularly noteworthy:
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1.
The marked transition in grade 7.
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2.
The ceiling in generalisation that is reached by the end of adolescence.
If we take the theme, the nature of matter, as representative then grade 7 (age 12–13), represents a nexus of change in thinking where teaching method and content are particularly important. There is also a maximum performance (implying limits) which we intent to explore further.
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Lynch, P.P. Scientific language and the Tasmanian high school child. The tendency to generalise. Research in Science Education 9, 123–132 (1979). https://doi.org/10.1007/BF02359152
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DOI: https://doi.org/10.1007/BF02359152