M.Ed Researcher and Teacher, Kendriya Vidyalaya Paradip Port, Paradip, Odisha, India.
When children come to school, they come up with ideas and interpretations relating and concerning with phenomenon which are taught in school. These interpretations and ideas exist without having any formal instructions at school (Driver; Guesne; & Tiberghien, 1985). These conceptions cannot be wrong or misconceptions because they are part of cultural knowledge. Considering that knowledge as incorrect may stigmatize or marginalize that particular culture. Hence, these conceptions could be called alternative conceptions (Russell, 1993). This study would explore the shades of culture, local language terminologies and imagination in conceptions of children. This study would explore children’s conceptions about phenomenon associated with understanding of earth, sun, moon, day and night. The researcher has conducted “Focus Group Discussions” with school going children using different kind of pictures, videos and dialogues with them. The collected data was analyzed in the light of existing theories related to learning of new concepts by children. The findings of the study shows that children’s conceptions have cultural and social roots.
alternative concepts, social knowledge, concept formation, imagination.
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To cite this article
Yashika Goyal. (2019).Children’s Conceptions about Celestial Bodies. John Foundation Journal of EduSpark, 1(2), 18-36.