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Research in Science & Technological Education Volume 30, 2012 - Issue 1
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Articles

Understanding the beliefs informing children’s commonsense theories of motion: the role of everyday object variables in dynamic event predictions

Michael Hast Faculty of Education, University of Cambridge, Cambridge, UKCorrespondence[email protected]
&
Christine Howe Faculty of Education, University of Cambridge, Cambridge, UK
Pages 3-15 | Received 21 Sep 2011, Accepted 27 Dec 2011, Published online: 19 Mar 2012

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Vaunam P. Venkadasalam & Patricia A. Ganea. (2018) Do objects of different weight fall at the same time? Updating naive beliefs about free-falling objects from fictional and informational books in young children. Journal of Cognition and Development 19:2, pages 165-181.
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Articles from other publishers (17)

Michele Vicovaro. (2023) Grounding Intuitive Physics in Perceptual Experience. Journal of Intelligence 11:10, pages 187.
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Patrice Potvin, Pierre Chastenay, François Thibault, Martin Riopel, Emmanuel Ahr & Lorie-Marlène Brault Foisy. (2023) An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework. Disciplinary and Interdisciplinary Science Education Research 5:1.
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Li Li, Xue Lv, Yaqin Xi & Liping Guo. (2022) Can Preschool Teachers’ Accurate Analysis of the Development Trajectories of Children’s Preconceptions Ensure Their Effective Response? Evidence from Situational Judgement Tests. Sustainability 14:18, pages 11725.
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Rooske K. Franse, Tessa J. P. van Schijndel, Tamara I. Plankman & Maartje E. J. Raijmakers. (2021) Families' experiments and conversations at an open‐ended exhibit in a science museum: Individual characteristics and the influence of minimal guidance strategies. Science Education 105:4, pages 707-742.
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Angela Nyhout & Patricia A. Ganea. 2021. 223 253 .
Michael Hast. (2020) Children’s Understanding of the Rainbow: A Trajectory of Conceptual Development across Middle Childhood. Eurasia Journal of Mathematics, Science and Technology Education 16:6, pages em1859.
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Michael Hast. 2020. Diversifying Learner Experience. Diversifying Learner Experience 13 28 .
A Métioui & L Trudel. (2019) Quebec children and elementary pre-service teacher’s conceptions of force and motion. Journal of Physics: Conference Series 1286:1, pages 012041.
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Michael Hast. (2018) Representational momentum in displacement tasks: Relative object weight matters in toddlers’ search behavior. International Journal of Behavioral Development 43:2, pages 173-178.
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Michael Hast. (2018) It’s all relative: The role of object weight in toddlers’ gravity bias. Journal of Experimental Child Psychology 166, pages 696-704.
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Michael Hast. (2018) Incline Height and Object Weight: Examining the Fluidity of Children’s Commonsense Theories of Motion. EURASIA Journal of Mathematics, Science and Technology Education 14:4.
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Michael Hast & Christine Howe. (2017) Changing predictions, stable recognition: Children's representations of downward incline motion. British Journal of Developmental Psychology 35:4, pages 516-530.
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MICHAEL HAST. (2016) Children's Reasoning About Rolling Down Curves: Arguing the Case for a Two-Component Commonsense Theory of Motion. Science Education 100:5, pages 837-848.
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Michael Hast & Christine Howe. (2015) Children’s predictions and recognition of fall: The role of object mass. Cognitive Development 36, pages 103-110.
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Michael Hast. (2015) Children's Understanding of Curvilinear Downward Motion. Procedia - Social and Behavioral Sciences 197, pages 482-485.
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Michael Hast. (2015) Children's Developing Theories of Motion: Subjectivity and Shift. Procedia - Social and Behavioral Sciences 191, pages 442-446.
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Michael Hast & Christine Howe. (2012) The Development of Children’s Understanding of Speed Change: A Contributing Factor Towards Commonsense Theories of Motion. Journal of Science Education and Technology 22:3, pages 337-350.
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