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Abstract
A science lesson might provide an account of the nature of a phenomenon or event and supply activities which clarify or develop than. Another lesson might offer some situation for the learner to investigate. Both could increase conceptual understanding. Teachers of 9 or 10 year‐olds were found to use versions of such lessons. Their effectiveness in supporting conceptual understanding was compared experimentally. It was found that gains in understanding tended to be greatest for the lessons which provided mental structures to support conceptual understanding. However, the level of the learner's prior knowledge seemed to be important in determining the relative value of the different approaches. Some implications for science teaching are discussed.
