The Development of Children’s Concept of a Substance: A Longitudinal Study of Interaction Between Curriculum and Learning

This paper is a reflection on a three-year longitudinal study that explored the development of children’s concept of a substance, for which detailed results concerning children’s understandings have been reported elsewhere. The attention in this paper is on the methodological features related to the longitudinal nature of the study and the insights into pupils’ learning that were afforded by its design. There is, of course, an extensive...