Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 15 Number: 3 Page: 154–163
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Developing Young Children's Understanding: An Example from Earth Science
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Anthony Blake
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This paper explores what prior knowledge children from Key Stage 2 (7–11 years) in one school in the north-east of England had of rock classification and how they might develop a more scientific understanding
using strategies which have been shown by research to support this process. Strategies chosen were the conceptual model of the rock cycle and the analogy of aluminium can recycling. The children's existing
conceptions confirm the findings of earlier research which found that, in contrast with earth scientists, children do not classify rocks on the basis of their origin but instead use simple physical characteristics
like hardness and shape. Providing these children with a conceptual model in the form of the rock cycle, particularly when used in conjunction with analogy, had a positive impact on their capacity to classify
rocks on the basis of their igneous, sedimentary and metamorphic processes within the rock cycle. However, the role played by the analogy in supporting children's understanding in this domain was difficult
to determine with precision. Finally, the importance of recognising that all analogies have their limitations is addressed.
© Multilingual Matters 2001
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