Abstract
The argument will be advanced in this paper that naive physics is neither a collection of unstructured knowledge elements nor a collection of stable misconceptions that need to be replaced,but rather a complex conceptual system that organises children’s perceptual experiences and information they receive from the culture into coherent explanatory frameworks that make it possible for them to function in the physical world.The processof learning science appears to be a slow and gradual one during which aspects of the scientific information are added on to the initial explanatory framework destroying its coherence until (and if)itis restructured in ways to make it consistent withcurrently accepted scientific views.
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Vosniadou, S. (2002). On the Nature of Naïve Physics. In: Limón, M., Mason, L. (eds) Reconsidering Conceptual Change: Issues in Theory and Practice. Springer, Dordrecht. https://doi.org/10.1007/0-306-47637-1_3
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DOI: https://doi.org/10.1007/0-306-47637-1_3
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